READING MEDICAL ARTICLE SyllabusENGLISH NON MODUL LEVEL II

2010

Instructor: Rinawati, S.S. e-mail missrinwa@yahoo.com

Room/Class Time:

Texts: HOW TO READ PAPER by Greenhalgh, Trisha. The BMJ Publishing Group, 2001

EVIDENCE BASED MEDICINE WORK BOOK The BMJ Publishing Group, 2001 SCIENTIFIC WRITING EASY WHEN YOU KNOW HOW The BMJ Publishing Group, 2002

Course This course is designed to improve reading skills. Reading skills to be developed is reading medical literature (skimming, scanning, mind

mapping).

Grading: Grading will be on a Pass/No Pass basis - 4 areas will be considered foryour final grade: in class work & participation, homework, tests and

literature group assignments. These will be averaged together for the final grade

(you must receive 70% or above to pass the class).

Course Student will:GOAL:

1. Understand how to read medical literature (RCT report)2. Improve comprehension by exploring directed reading medical

articles (treatment, prognosis, diagnosis)

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Class Conduct:

Attendance: If you are unable to attend a class please leave a message for me before class or your assignments for the day may not be accepted. Your

attendance in class is crucial to improved reading skills.

Assignments: Will vary with the individual class. Assignments will be given in class each class day and will be due the following class session unless otherwise stated by the instructor. Assignments will be given orally as well as written on the board. Late materials are accepted but will receive 10 points less than work turned in on time.

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Course Outline

Reading Medical Article

Week 1 – Introduction

Pre test (reading article)Objective: asses the student understands on the sample of medical article

– Intro to EBM (the need to reading medical literature) ppt

EBM step 1 (formulate an answerable question)

Objective: formulate an answerable question

Identify type of clinical question

Hand out: clinical scenario and Pico

Take home hand out: (Glossary of clinical trial)

Week 2– Format of article (templates)Objective: identify part of article

Week 3 – therapeutic article

Week 4- class report (presentation )& Discussion

Week 5- article about harm

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Week 6- class report (presentation )& Discussion

Weeks 7 – MID TERM TEST (Written test)

Weeks 8– Reading an Article on prognosis

Week 9- class report (presentation)& Discussion

Weeks 10– reading article on diagnostic test

Week 11- class report (presentation)& Discussion

Weeks 12 – FINAL EXAM(Interview)

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The CAT -- Critically Appraised Topic

Topic: Date completed:

Clinical Problem:

Structured Question:

Population/problem:

Intervention:

Comparison:

Outcome:

Type of question: Therapy/Prevention Diagnosis Prognosis Etiology/Harm Cost

analysis

Ideal type of study: RCT Meta-Analysis Practice Guideline Cohort Study Systematic Review Case Series/Case

Report/Case Control

Citation/Reference (e.g., author(s); article title; journal; volume/issue/pages; year):

Type of Study:

Resources (e.g., Cochrane; PubMed) and Search Terms:

Summary of Evidence:

Is the study valid? [explain]

What are the results?▪ Clinical effect

▪ Precision & statistical

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Do they apply to my patient? [explain]

Bottom Line:

Additional notes/comments/questions:

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LEMBAR PENILAIAN

FINAL TEST

ENGLISH NON MODUL

Angkatan 2008

Nama Mahasiswa:

Kelompok :

Tutor :

no Check list score A Formulate “the clinical question” of the article P 10 I 10 C 10 O 10 Clinical Question 10 Answer (tutor’s clue) 10 B Identifying the “abstract” of the article 5 What is the objective of the study? 5 C Mentioning one of the statistical method used in the study

(tutor’s clue) 5

D Identifying the participant flow(table) 1 How many participants receive the treatment/placebo? 1 Identifying the baseline data(table) 1 Mention of the demographic characteristic 1 Mention the clinical characteristic 1 E Mention of the adverse reaction of the therapy 5 What is the conclusion of the study 5

Semarang, JanuarI 2010.

PENGUJI

English Non Module7

SGD 2 : Reading Medical ArticleLesson 2: Reading Article about Treatment (RCT)

Objective learning:

identify part of the article reporting RCT (skimming)

Locate specific information in the article (scanning)

Summarize (mind mapping) the article

Report the article to the class

Materials Needed:

Flipchart or board with markers/chalk

LCD

Handouts 1, Scenario of a patient 2 PICO sheet, 3, related article (chopped into 5 parts) 4, questions related to the article 5, and answer keys 6 world bank 7 template for the article template

Word Bank:Additional vocabulary is presented on handouts.Introductory Activity: Whole Group Discussion (5 minutes)

Welcome anyone in the class.

. Today we are going to practice reading medical article about Treatment. 

. What do you know about treatment?  Could u please mention some of the samples of question about treatment?Activity 1:  PICO? (5)

Now we are going to check the scenario of a patient.  We’re going to formulate the PICO question out of the scenario.

Read the paragraph under “the scenario?” When you finish, read the sample of the article. What is your answer to the PICO question based on the article?

Activity 2:  Reading Article (15 minutes)

Now we are going to read the article (Elicit responses.)

Have the students count off into 5 groups.  Each group will get a different handout. 

We have 5 groups.  Group 1 (Handout 1) will be working on the introduction.  Group 2 (Handout 2) will be working on the method .  Group 3 (Handout 3) will be working on result.  Group 4 (Handout 4) will be working on conclusion group 5 will be working on the discussion section of the article.

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You'll see instructions (questions) related to the article in the slide.  Work together with your partner from your group to answer the questions. Then summarize the section of the article using the provided template.

Activity 3:  Preparing Presentations ( 10 minutes)

When you and your group have finished the answering the question and summarizing the article, your group will work together to prepare a presentation for the class. .  You need to share your answer the information to the rest of the class. 

Give everyone in your group different jobs to do.  For example, some one student can speak during the presentation.  Make sure you explain everything clearly to the class.  You probably will need to teach some new vocabulary words first.  Maybe one person can be the vocabulary teacher.

Giving everyone in the group a different job ensures that no one is idle and promotes development of teamwork communication skills.

Give students adequate time to prepare and practice their presentations.  You might want to do the presentations in the following class session to give more preparation time.

Activity 4:  Giving Presentations (20 minutes)

Now each group is going to give their presentation to the class.  I'd like everyone who is listening to take notes on new information during the presentation.  When a group is finished you can ask questions.  Then I'd like you to write down one thing you liked about their presentation on a small piece of paper and give it to the group.

Notetaking in Activity 4 promotes active listening.  Giving positive feedback to one’s classmates promotes critical thinking and provides encouragement to the presenters.

. Activity 4:  abstract complexion (10 minutes)When no adequate time for presentation, tutor might show the abstract of the article with some missing words. Ask the whole group to work together to fill out the blank based on the information they have learnt from the article.

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