Assessment of English-Language Proficiency for General Practitioner Registrars

Autor/inn/en	Chur-Hansen, Anna; Elliott, Taryn Elizabeth; Klein, Nigel Charles; Howell, Cate Adele
Titel	Assessment of English-Language Proficiency for General Practitioner Registrars
Quelle	In: Journal of Continuing Education in the Health Professions, 27 (2007) 1, S.36-41 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.92
Schlagwörter	Foreign Countries; Written Language; Language Skills; Medical Education; Feedback; Evaluation Methods; English (Second Language); Language Tests; Language Proficiency; Physicians; Australia + Suchen Sie Ihr Suchwort? Ausland; Geschriebene Sprache; Language skill; Sprachkompetenz; Medizinische Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language skills; Physician; Doctor; Arzt; Australien
Abstract	Introduction: English-language proficiency of medical practitioners is an issue attracting increasing attention in medical education. To best provide language education support, it is essential that learning needs are assessed and that useful feedback and advice are provided. We report the outcomes of a language assessment that was embedded within the context of a comprehensive general practice learning-needs analysis. Methods: A group of general practitioner registrars (N = 18) training in Adelaide, South Australia, participated in the learning-needs analysis. The analysis used reliable, validated rating scales that provided information on both verbal and written language skills. These scales were used in the context of an objective structured clinical interview. The interviews were videotaped to enable multiple ratings per candidate. Following the learning-needs analysis, ratings were collated and fed back individually to participants according to a feedback report and template. Results: Of this sample, 5 (28%) were found to have no need for any assistance with either spoken or written language, 5 had poor handwriting, 5 were considered to have minor difficulties, and 3 (17%) were identified as having substantial spoken and written English-language difficulties. These outcomes allowed medical educators to focus the language education support offered to the general practitioner registrars appropriately. Conclusions: Language skills can be usefully assessed within a more comprehensive learning-needs analysis. In combination with this assessment, the provision of specific feedback and recommendations for appropriate language-learning opportunities is essential. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10