READING MEDICAL ARTICLE Syllabus ENGLISH NON MODUL LEVEL II

2010

Instructor:

Rinawati, S.S. e-mail [email protected]

Room/Class Time: Texts: HOW TO R !" #!# R $y %reenhal&h, Trisha. The '() #u$lishin& %rou*, +,,.I" /C '!S " ( "ICI/ WOR0 'OO0 The '() #u$lishin& %rou*, +,,SCI /TI1IC WRITI/% !S2 WH / 2O3 0/OW HOW The '() #u$lishin& %rou*, +,,+

Course ma**in&8. %ra4in&: literature :inal &ra4e Course

This course is 4esi&ne4 to im*ro5e rea4in& s6ills. Rea4in& s6ills to $e 4e5elo*e4 is rea4in& me4ical literature 7s6immin&, scannin&, min4 %ra4in& will $e on a #ass//o #ass $asis - 9 areas will $e consi4ere4 :or your :inal &ra4e: in class wor6 ; *artici*ation, homewor6, tests an4 &rou* assi&nments. These will $e a5era&e4 to&ether :or the 7you must recei5e <,= or a$o5e to *ass the class8. Stu4ent will:

%O!>: -. 3n4erstan4 how to rea4 me4ical literature 7RCT re*ort8 +. Im*ro5e com*rehension $y ex*lorin& 4irecte4 rea4in& articles 7treatment, *ro&nosis, 4ia&nosis8 me4ical

Class Con4uct: !tten4ance: atten4ance in class is crucial to im*ro5e4 rea4in& s6ills. !ssi&nments: Will 5ary with the in4i5i4ual class. !ssi&nments will $e &i5en in class each class 4ay an4 will $e 4ue the :ollowin& class session unless otherwise state4 $y the instructor. !ssi&nments will $e &i5en orally as well as written on the $oar4. >ate materials are acce*te4 $ut will recei5e -, *oints less than wor6 turne4 in on time. I: you are una$le to atten4 a class *lease lea5e a messa&e :or me $e:ore class or your assi&nments :or the 4ay may not $e acce*te4. 2our

Course Outli e Rea!i " Me!i#al Arti#le

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

Week 6- class report (presentation )& Discussion

Weeks 7 MID TERM TEST (Written test) Weeks 8 Reading an Article on prognosis 3

Week 9- class report (presentation)& Discussion

Weeks 10 reading article on diagnostic test

Week 11- class report (presentation)& Discussion

Weeks 12 FINAL EXAM (Interview)

The CAT -- Critically Appraised Topic Topic: Clinical Problem: Date completed:

Structured Question: Population/problem: Intervention: Comparison: Outcome: 4

Type of question: Therapy/Prevention analysis Ideal type of study: RCT Cohort Study

Diagnosis

Prognosis

Etiology/Harm

Cost

Meta-Analysis Systematic Review

Practice Guideline 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 Do they apply to my patient? [explain]

Bottom Line:

Additional notes/comments/questions:

LEMBAR PENILAIAN FINAL TEST ENGLISH NON MODUL Angkatan 2008

Nama Mahasiswa: Kelompok Tutor no A : : Check list Formulate the clinical question of the article P ! C " Clinical #uestion Answer $tutor%s clue& !(entif)in* the a+stract of the article -hat is the o+.ecti/e of the stu()0 Mentionin* one of the statistical metho( use( in the stu() $tutor%s clue& !(entif)in* the participant flow$ta+le& 2ow man) participants recei/e the treatment3 place+o0 !(entif)in* the +aseline (ata$ta+le& Mention of the (emo*raphic characteristic Mention the clinical characteristic Mention of the a(/erse reaction of the therap) -hat is the conclusion of the stu() 7anuar! 8 1 9 score 1 1 1 1 1 1 , , , 1 1 1 1 1 , ,

' C 1

5 emaran*6 P4N:;7!

English Non Module

7

SGD 2 : Reading Medical Article

Lesson 2: Reading Article about Treatment (RCT) Objective learning: identify part of the article reporting RCT (ski ing!

"ocate specific infor ation in the article (scanning! #u ari$e ( ind apping! the article

Report the article to the class Materials Needed: Flipc art or board !it mar"ers#c al" LCD $andouts -% Scenario o& a patient + '(C) s eet% ?% related article (c opped into * parts) 9% +uestions related to t e article @% and ans!er "e,s - !orld ban" . template &or t e article template

%ord &ank:

Additional /ocabular, is presented on andouts0 'ntroductory (ctivity: %hole )roup *iscussion (+

1elcome an,one in t e class0 0 Toda, !e are going to practice reading medical article about Treatment0 0 1 at do ,ou "no! about treatment2 Could u please mention some o& t e samples o& +uestion about treatment2

inutes!

(ctivity ,: -'CO. (+!

3o! !e are going to c ec" t e scenario o& a patient0 1e4re going to &ormulate t e '(C) +uestion out o& t e scenario0 Read t e paragrap under 5t e scenario26 1 en ,ou &inis % read t e sample o& t e article0 1 at is ,our ans!er to t e '(C) +uestion based on t e article2

(ctivity /: Reading (rticle (,+

inutes!

3o! !e are going to read t e article (7licit responses0)

$a/e t e students count o&& into * groups0 7ac group !ill get a di&&erent andout0

1e a/e * groups0 Group 8 (Han4out -) !ill be !or"ing on t e introduction0 Group 2 (Han4out +) !ill be !or"ing on t e met od 0 Group 9 (Han4out ?) !ill be !or"ing on result0 Group : (Han4out 9) !ill be !or"ing on conclusion group * !ill be !or"ing on t e discussion section o& t e article0 ;ou<ll see instructions (+uestions) related to t e article in t e slide0 1or" toget er !it ,our partner &rom ,our group to ans!er t e +uestions0 T en summari=e t e section o& t e article using t e pro/ided template0

(ctivity 0: -reparing -resentations ( ,1

inutes!

1 en ,ou and ,our group a/e &inis ed t e ans!ering t e +uestion and summari=ing t e article% ,our group !ill !or" toget er to prepare a presentation &or t e class0 0 ;ou need to s are ,our ans!er t e in&ormation to t e rest o& t e class0 Gi/e e/er,one in ,our group di&&erent >obs to do0 For e?ample% some one student can spea" during t e presentation0 Ma"e sure ,ou e?plain e/er,t ing clearl, to t e class0 ;ou probabl, !ill need to teac some ne! /ocabular, !ords &irst0 Ma,be one person can be t e /ocabular, teac er0

Gi/ing e/er,one in t e group a di&&erent >ob ensures t at no one is idle and promotes de/elopment o& team!or" communication s"ills0
Gi/e students ade+uate time to prepare and practice t eir presentations0 ;ou mig t !ant to do t e presentations in t e &ollo!ing class session to gi/e more preparation time0

(ctivity 2: )iving -resentations (/1

inutes!

3o! eac group is going to gi/e t eir presentation to t e class0 (<d li"e e/er,one ! o is listening to ta"e notes on ne! in&ormation during t e presentation0 1 en a group is &inis ed ,ou can as" +uestions0 T en (<d li"e ,ou to !rite do!n one t ing ,ou li"ed about t eir presentation on a small piece o& paper and gi/e it to t e group0

3oteta"ing in Acti/it, : promotes acti/e listening0 Gi/ing positi/e &eedbac" to one4s classmates promotes critical t in"ing and pro/ides encouragement to t e presenters0
0 (ctivity 2: abstract co ple3ion (,1

inutes!

%hen no ade4uate ti e for presentation5 tutor ight sho6 the abstract of the article 6ith so e issing 6ords7 (sk the 6hole group to 6ork together to fill out the blank based on the infor ation they have learnt fro the article7