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In this session, Dr. Shelley Staples, a corpus linguist and healthcare communication researcher, discusses findings from key corpus linguistics studies in the medical context and how these findings could be applied to classroom instruction. Findings of relevance for both written and oral communication will be discussed. Participants will also be given an opportunity to brainstorm how to apply findings to their own teaching context within medical English education.

Read some of her research papers on this topic:

Examining the linguistic needs of internationally educated nurses: A corpus-based study of lexico-grammatical features in nurse–patient interactions

Virginia and Emma discussed issues and challenges when working with people with learning disabilities and Emma´s multiple roles she is currently involved in. Finally, Emma talked about the areas of Dietetics that she hopes may be focused on in the future.


Emma, who is an expert on adult learning disabilities related to dietetics, started her career as a support worker for people with learning disabilities. As a dietician, she has worked in a variety of settings such as community clinics, nursing and care homes, and various hospital wards. In clinical practice, she specializes in learning disabilities related to dysphagia (swallowing difficulties). She is currently also involved in a wide range of supporting programs and projects for healthcare professionals in the field of Dietetics.

In the webinar, Virginia and Emma discussed the following issues and challenges when working with people with learning disabilities:

  • What to consider when making a nutrition plan: medical conditions, a patient´s dietary preferences.
  • Gathering accurate information: asking appropriate questions, availability of information provided by a patient.
  • Communication skills needed to be sure that a healthcare professional´s message is understood by a patient.
  • Barriers in communication with a patient: environment factors, medical vs everyday language, processing the question and information by the patient.
  • Challenges in communication: a patient´s ability to use and understand verbal and non-verbal language; the use of sign language, practical demonstrations, pictures of objects vs physical objects; a patient´s change of behaviour as a way of communication.
  • Multidisciplinary approach: cooperating with various kinds of therapists (speech language therapist, occupational therapist), allied doctors and nurses (gastroenterologist, dietetic assistant practitioner, dietetics support worker), and other professionals (social worker, psychologist).
  • Difference between learning disability and learning difficulty.
  • Average life expectancy and poor health outcomes related to learning disabilities: constipation, osteoporosis, undernutrition, obesity, and risk for developing related conditions such as cancer, cardiovascular diseases, stroke, diabetes.

Emma also described the other multiple roles she is currently involved in:

  • As a Practice Support Mentor Lead,she supports a wide range of allied healthcare professionals. She helps students and newly qualified healthcare professionals to integrate into the medical staff community within the local area through the Integrated Care System (ICS).
  • As a Professional Midwifery Advocate (PMA), she provides midwives with information on their professional development, education programs available, or gives them advice when applying for a job.
  • She participates in various projects. She provides incoming overseas healthcare professionals with all information they need for working in the UK. She also works as a reviewer of how the apprenticeship standards and requirements are met by newly qualified healthcare professionals and supports them in their professional development.

Finally, Emma talked about the areas of Dietetics that she hopes may be focused on in the future, including health promotion programs and better understanding of modifiable risk factors from a dietary perspective.

Watch the webinar here.

During the webinar, Emma will discuss the needs of people with learning difficulties which lead to poor health outcomes, including dysphagia, diabetes, obesity, and ageing-related issues. She will talk about communication challenges when working with people with learning difficulties including clients who are non-verbal or who have difficulty understanding abstract ideas and give examples of ways that she has found to manage these challenges.

Emma will also talk about her new role as a Practice Support Mentor Lead supporting a range of allied healthcare professionals including international recruits, newly qualified and return to practice staff. She’ll outline the importance of mentorship of emerging allied healthcare professionals, particularly those who are neurodiverse and may need additional support. Finally, Emma will talk about the areas of dietetics she hopes may be focused on in the future, including health promotion programs and better understanding of modifiable risk factors from a dietary perspective.

Since qualifying as a Dietitian in 2012, Emma has worked in a range of acute and community settings, specialising in adult learning disabilities. Her current role is Practice Support Mentor Lead which encompasses support for AHP learners by making connections with current and potential placement providers and Higher Education Institutions.

The need to learn foreign languages has not changed over the past decade. The catastrophic scenarios that English will take over to the detriment of other languages has not happened. But English remains the lingua franca of a modern globalized world allowing us to cross borders in the fields of business, politics, education, research, healthcare, and culture. Current and future challenges should look for a balance between AI-generated language and feedback and the teacher´s personalized, student-centred approach and focus on providing high-quality teacher training at universities using communicative methods to teach English along with the use of modern technology and media should be focused on. Particular attention still needs to be paid to children and learners for whom English is the second or even a foreign language which is not spoken at home but only in school. The authorities in each sector and region of the world should aim to ensure equal access to the development of an individual´s English proficiency both for personal and professional purposes.

The Education First English Proficiency Index 2023” (EF EPI) report compared English language skills of adults in 113 countries, 1200 cities and 5 world regions according to their proficiency level in reading and listening competence. It covers the aspects of English proficiency in relation to economy (productivity and workforce), innovation (research and talent competitiveness), work (industry and job function), society (social mobility and gender equality), and the future (environment and freedom). The EF Standard English Test (EF SET) used is a free, adaptive, standardized English test of reading and listening skills.

The research summary in the Research section presents the key findings of this report. In the article in the Member section, you can read the extended version of the report summary. It includes more details about rationales and methodology, a list of TOP 3 countries in each category assessed, a list of ideas for teachers and schools on how they can improve the English proficiency of their learners, and a reference to the EF EPI reports from 2011-2022 and the reports which compared the EF Standard English Test (EF SET) with IELTS and TOEFL.

What this research was about and why it is important

The need to learn foreign languages, and namely English as the main communication medium, has not changed over the past decade. This research summary presents key findings of the “Education First English Proficiency Index 2023” (EF EPI) report. This report contains a ranking of 113 countries, 1200 cities and 5 world regions according to their proficiency levels in reading and listening competence. It also briefly describes the methodology used and provides a list of ideas for teachers and schools on how they can improve the English proficiency of their learners.

What the researchers did

  • The report covers aspects of English proficiency in relation to economy (productivity and workforce), innovation (research and talent competitiveness), work (industry and job function), society (social mobility and gender equality), and the future (environment and freedom). It also provides infographics about the proficiency score, gender, age group, and the top region and city in each participating country by world region.
  • The EF Standard English Test (EF SET) used is “an online, adaptive English test of reading and listening skills. It is a standardized, objectively scored test designed to classify test takers´ language abilities into one of the six levels established by the Common European Framework of Reference (CEFR)”.1 The test is available online for free and could easily be used by you and your students.

What the researchers found

  • In 2023, a total number of participants (working adults and young adults finishing their studies) was 2.2 million, out of which 55% were female test takers and 45% male test takers aged 18-60 years old, with the average age of 26.
  • The report compared the proficiency level achieved in each participating country, the proficiency level in a particular world region and 1200 cities in these countries. 113 countries were compared: Europe (34), Asia (23), Latin America (20), Africa (23), and Middle East (13).
  • The EF EPI 2023 scores were found to correlate strongly with TOEFL iBT 2021 scores and IELTS Academic Test 2022 scores. Although these three tests have different design and target test takers, they revealed similar trends in national English proficiency.
  • Out of the total number, the top 3 countries with the best score were the Netherlands, Singapore, and Austria, and the top 3 cities included Amsterdam (Netherlands), Vienna (Austria), Copenhagen (Denmark).

Things to consider

Recommendations for teachers, schools and universities1 include the following:

  • Use a communication-based methodology.
  • Focus on acts of communication rather than on mistakes.
  • Engage students outside of the classroom with English-language media
  • Give students frequent opportunities to speak, e. g. English clubs, theme days, trips, guest speakers.
  • Provide a forum for teachers to share best practices and get advice about teaching English effectively.
  • Give teachers of all subjects the opportunity to improve their English.
  • Include English language requirements for all university majors.
  • Allow subject classes to be taught in English.
  • Create a remedial English program to help those who have fallen behind.


1Education First (2023). EF EPI: EF English Proficiency Index – A Ranking of 113 Countries and Regions by English Skills. Signum International AG. Full-text available here:
2EF Standard English Test (EF SET) – EF SET Certificate.

In this webinar, Peter talked about the LGBTQIA+ identity, their experiences in healthcare, issues and assumptions, and made suggestions about the use of appropriate language. He also showed an example of his ELT materials incorporating family and relationships vocabulary. The main take-away message of the webinar is the call for making the LGBTQIA+ community more visible in teaching resources and the use of inclusive language when building a doctor-patient rapport.


Peter explained what the acronym LGBTQIA+ stands for: Lesbian, Gay, Bisexual, Trans, Queer, Intersex, Asexual, plus other identities such as genderfluid, pansexual, etc. He described differences between the terms: sex, gender identity, gender expression, and sexual orientation. He suggested using alternative vocabulary: “chosen family” vs “nuclear family”, adjectives “cis” vs “trans”, avoiding an assumption that everybody is straight, and recognizing themselves as she or he, mother and father, husband and wife.

He created a short practical guide called LGBTQIA+ identities in English Language Teaching (ELT), which contains lists of vocabulary, listening, writing, reading and speaking activities on topics such as family, jobs, life events, school and education, sex and gender, sexual orientation, romantic orientation, and gender identity. The guide is free upon subscribing to Peter´s mailing list. More teaching resources developed by him can be found at his website.

Further information about statistics, issues, and challenges, can be found in the following reports presented by Peter:

Watch the webinar here.

It is a call for leaders to invest in health systems and primary healthcare for all – leaving no one behind. The International Universal Health Coverage (UHC) Day aims to raise awareness of the need for strong and resilient health systems and universal health coverage with multi-stakeholder partners. The general message of their annual campaigns is to highlight the need to protect everyone regardless of where they live and to ensure that they have access to primary healthcare. The main three areas of interest of the UHC focus on population coverage, service coverage, and financial protection.

The 2023 theme Health for All: Time for Action is to remind us that with the increasing number of climate-related threats, countries must invest in resilient and equitable health systems with primary care as the foundation. The subthemes focus on specific actions such as:

  • Investing in universal health coverage
  • Strengthening health systems
  • Expanding primary healthcare
  • Working across sectors and communities
  • Promoting innovation to reach everyone

 Resources for classroom activities:


Throughout 2023 we aimed to provide a range of development webinars for EALTHY members on a regular basis. Looking back on the year, we are delighted to have been able to offer regular webinars on a wide range of topics linked to English for Healthcare. For 2024, we will continue to deliver regular webinars for EALTHY members.

Call for Webinar Speakers 

We are looking for experienced teachers, researchers and healthcare practitioners who would like to participate as speakers in our live online events in 2024. Do you have English for Healthcare expertise to share? Webinars are a great opportunity to collaborate with EALTHY to showcase your expertise. 

  • Have you completed research into language or communication in healthcare? 
  • Have you tried out some teaching approaches in your healthcare classroom that you’d like to share with other teachers?
  • Are you a healthcare practitioner who would like to share insights into communication from your professional experience?

Based on the feedback from EALTHY members in the recent survey, in 2024 there will be 3 main themes for the webinars 

  • Teaching: Practical teaching ideas and tips for your healthcare English classes 
  • Research: Experts in their field discuss research in language and healthcare
  • In-conversation with…: Question and answer sessions with healthcare practitioners, giving insights into English Language and Healthcare Communication used in a healthcare setting 

 If you would like to take part in live online events in 2024, please fill out the EALTHY Live online events – Speaker Proposal Form 2024 here EALTHY Live online events – Speaker Proposal Form 2024  

We would like to thank each of the speakers for taking time out of their schedules to deliver fascinating talks on their own area of expertise. We’d also like to thank you, the EALTHY members, for coming along, taking part and asking thought-provoking questions. You can find the recording of each webinar in the members section in Video section.

This B2-C1 lesson looks at language for occupational health interventions. It includes speaking, vocabulary and reading activities.

Have you wondered what the experience is of LGBTQIA+ people in healthcare? Or what LGBTQIA+ actually means? How difficult is it to represent LGBTQIA+ identities in materials?

In this teacher development webinar, Peter will explore the basics of the LGBTQIA+ identity to help familiarise attendees with the community. He’ll also present information regarding LGBTQIA+ people’s experiences of healthcare in the UK, alongside assumptions and challenges. Peter will then look at suggestions for healthcare professionals and demonstrate how LGBTQIA+ identities can be included in English Language materials.

Save the Date!

We’re delighted to announce that the next English for Healthcare conference will take place on September 6th and 7th 2024. It will be held at and in partnership with the prestigious Brighton and Sussex Medical School (BSMS) in the beautiful campus of the University of Sussex in the UK. BSMS is a partnership between the University of Brighton, the University of Sussex and National Health Service Trusts across the Surrey and Sussex region. It has an excellent reputation for both teaching and research, with courses that integrate the development of academic knowledge with clinical experience.

The local organiser will be EALTHY partners, Specialist Language Courses (SLC), who have offices at the University of Sussex. SLC is an e-learning company that provides English language services to the global healthcare community. SLC develops and publishes digital learning content which can be used as standalone study or integrated with online tutored programmes.

As ever, the English for Healthcare conference will be a fantastic opportunity to showcase all the great things that are happening in the global world of English for Healthcare – from classroom practice to research to assessment to the impact of technology and AI – and everything in between. The conference will also give delegates the chance to see Capsule, the digital clinical case-based learning resource developed by BSMS for medical universities which combines trusted clinical cases, medical scenarios and analytics to drive medical knowledge among learners.

The Call for Papers will be coming soon, so watch the conference website!

The webinar offered a comprehensive approach to understanding and teaching the OET Reading and Listening sub-tests, described common challenges, and recommended effective strategies and resources to help the learners improve their skills.


Joanne Bass, an OET Educator Specialist for EMEA, gave an introduction to the Occupational English Test (OET) certificate, which is used to prove sufficient level of English proficiency for overseas healthcare professionals, ranging from doctors, nurses, dentists to pharmacists and veterinary professionals, who wish to apply for a job in English-speaking countries. In total, there are 12 profession specialized tests of communication skills required for clinical practice in the UK.

She described sub-skills within each sub-test, for example, writing a letter, understanding written clinical case notes, role-playing, understanding spoken presentation and clinical consultations. She also described in more detail the three parts of the Listening and Reading sub-tests.

The webinar was not only informative, but also interactive. Joanne interviewed the webinar participants about challenges that both a teacher and a learner may encounter in terms of listening and reading skills.

Watch the webinar to find out more about:

  • The examples of the most common challenges Joanne observed in her practice
  • The strategies and solutions recommended
  • Useful websites and tools – listening and reading resources, for example, OET sample tests OET feedback forms, OET YouTube channel, Teacher handbook
  • Tips and ideas on listening and reading tasks
  • The use of the authentic materials

Butow, P., Hogue, E. (2020). Using artificial intelligence to analyse and teach communication in healthcare. The Breast, 50, 49-55.

What this research was about and why it is important

This research is based on the following premises on communication in healthcare:

  • Clinical communication skills are essential to determine a patient´s correct diagnosis, to decide on appropriate treatment and to achieve optimal patient outcomes.
  • There is a close link between a healthcare professional’s communication skills and a patient’s capacity to understand, recall and follow medical recommendations.
  • A clinician’s ability to listen and empathize with a patient’s emotions can have a profound effect on a patient’s psychological and functional outcomes, their experience of care, and their satisfaction with it.
  • A clinician’s experience of and confidence in their communication with patients can impact their own levels of occupational satisfaction, stress and burnout.
  • Healthcare professionals with poor communication skills face a higher risk of being sued by dissatisfied patients.

The researchers believe that the training of clinical communication skills should be theoretically- and empirically-based, and trainees deserve accurate feedback based on reliable and valid assessment methods. They compared the approach of human-based communication skills assessment techniques with AI-driven training systems. The main advantages of AI-driven systems are their availability at any time (human auditors might be busy with other tasks) and the elimination of trainees´ hesitations to seek help and accept feedback from a  colleague. Using AI-generated teaching resources and avatars in communication skills training can be helpful in building trust with patients, showing empathy and providing arguments and recommendations for treatment procedure in challenging situations. However, despite the promising developments of AI-based training models, the researchers recommend using the technology as an adjunctive assessment approach and teaching method.

What the researchers did

  • They reviewed literature which described the role of good clinical communication skills and interaction analysis systems.
  • They described the characteristics of human-operated interaction analysis systems and machine learning algorithms.
  • They provided a summary of some key developments in the field of AI-driven applications for clinical communication skills assessment.
  • They suggested objective metrics which could be identified by AI, e. g. word/sentence length and structure, use of clinical jargon; turn-taking in interaction between a healthcare professional and a patient, their intonation, pitch and pace, and then used this to provide feedback and comparison with peers to trainees, in a safe, confidential setting.

What the researchers found

  • They pointed out the controversy in promoting modern approaches such as shared-decision-making and patient-centred care, in opposition to a doctor-centred communication style. The studies revealed that many patients don´t want to share decisions when they feel they have inadequate expertise and are vulnerable and in need of reassurance rather than autonomy. In other studies, patients preferred a paternalistic style of communication when they were explained the diagnosis and treatment procedures, and a more patient-centred style when discussing emotive issues such as prognosis.
  • They presented the most common interaction analysis systems typically used to describe task-oriented and socio-emotional behaviour (e. g. giving lifestyle-related information, showing reassurance, agreement), but the systems differ in clinical focus and communication modes (verbal and/or non-verbal communication). In general, the selected systems showed reliable and valid data about clinical communication. However, the data still need to be processed by a human auditor, either with or without computerized support.
  • They found out that AI applications have established moderate to good reliability of machine learning algorithms, comparable with human coding (or better). Recent advances in machine learning have allowed accurate textual transcription from speech, recognition of psycholinguistic features such as word level prosody, pauses, energy, intonation, understanding of the semantics and sentiment of the utterance, emotions and communication style both on document and sentence level.
  • They suggest using avatars instead of simulated patients in clinical communication training, which demonstrated promising outcomes in some studies. An avatar can help in teaching empathy and dealing with ethical dilemmas, giving arguments and information to a patient to make decision on treatment.

Things to consider

  • To date, most applications have been limited, targeting only a few concepts, and not yet investigating complex inter-relationships between variables. It remains important to generate evidence about the feasibility, reliability, acceptability and effectiveness of AI applications before their broad implementation.
  • Developing the AI algorithms is promising because they make data generating and processing stages of the audit cost-effective, faster and more available.
  • The biggest future challenges of developing AI applications used for data collection and analysis include creating more accurate algorithms for coding socio-emotional moves in human interaction and non-verbal behaviour, mainly facial expressions, gestures, and body movement.
  • Further research will be also needed in exploring how authentic the experience of obtaining computerised feedback is to learners, and whether machine learning can produce insights that reflect the true complexity of doctor-patient communication.


Read the full-text here:

World Diabetes Day was first created in 1991 by IDF (International Diabetes Federation) and WHO. It became an official United Nations Day in 2006. November 14th was chosen because it is the birth date of Sir Frederick Banting who co-discovered insulin with Charles Best in 1922. The blue circle logo is a symbol of this day and it signifies the unity of the global diabetes community in response to the diabetes.

World Diabetes Day is an annual campaign which aims to emphasize the importance of the treatment and prevention of diabetes. The 2021-2023 campaigns have had as a topic “Access to Diabetes Care” and have been dedicated to its prevention and diabetes-related complications. This year, the campaign’s motto is “Know your risk, Know your response” and focuses on the importance of having access to correct information, knowing the risk of type 2 diabetes and diabetes-related complications. It is aimed at three target groups:

  • People at risk from type 2 diabetes: Educating them about their risks and supporting them in preventive measures, seeking medical help to get diagnosed early.
  • People living with diabetes: Raising awareness and access to the correct information and best available medicines to prevent other diseases-related complications.
  • Healthcare professionals: Providing them with sufficient training and resources, so they can detect complications early and prescribe the patient with the best possible treatment.

Initiatives and calls to action

  • The Nailing Diabetes challenge is the UK’s campaign for 2023. The key message is to let people living with diabetes know they´re not alone. You can help raise awareness by painting your nails blue, the campaign’s colour, and sharing  your photo on the  social media community page.
  • You can share your personal diabetes story and write a letter to your national Health Minister or to the United Nations in Geneva asking them to dedicate more human and financial resources to support WHO to reach their targets by 2030. You can use the letter template available in English, French and Spanish.

Classroom activities and teaching resources

  1. EALTHY lesson plan: Diabetes tests (listening and speaking, B2-C1)
  2. Downloadable fact sheets, guides, and posters with information for a patient, about prevention and symptoms
  3. WHO fact sheet about diabetes (available in several languages)
  4. Test about type 2 diabetes (available in several languages)
  5. Quiz Discover diabetes
  6. Video Access to diabetes care – If not now, when?
  7. Education platform Understanding Diabetes available in English, French and Spanish with free interactive 10-20 minutes courses on various aspects of diabetes care and management, e. g. An Introduction to Diabetes, The Basics of Blood Glucose Control, Insulin and How to Use It Safely
  8. Posters and patient guides: Symptoms of diabetes, Newly diagnosed with diabetes, Your guide to type 2 diabetes, Understanding your risk type 2 diabetes




World Pneumonia Day aims to spread awareness about the disease, which is regarded as the world´s biggest infectious life-threatening disease for children under the age of five, and to promote vaccinations to fight against it. The principal message of the day is to emphasize the importance of oxygen for our body. The symbol is a pearl ribbon.

The Global Coalition against Child Pneumonia created the first World Pneumonia Day in 2009 with the intention of educating the public around the world about the severity of the disease. The main initiative is to protect children from the disease and to ensure that every child has access to appropriate preventive and treatment measures. The general motto of each annual campaign is “Healthy Lungs for All”.

South Asia and Africa are the most affected regions, and they get extensive support from WHO, UNICEF and their partners. On the website Child Health Spotlights, UNICEF in cooperation with Save the Children, provide country-specific data (e. g. for  Bangladesh, India, Indonesia, Peru Angola, Ethiopia, Kenya, Niger, and South Sudan) about primary healthcare systems and financing, incidence rate of getting infected, trends in mortality rate, preventive measures, immunization and other statistics  in a form of downloadable infographics and fact sheets.

EALTHY teaching resources on lungs and pneumonia

EALTHY teaching resources on other respiratory conditions

Resources and tips on further reading
Read more about the history of the day and treatment development, the facts about this disease, and reasons for raising awareness about it.
Blogs, reports and research related to specific countries about the importance of oxygen, vaccines, preventive measures and approaches to diagnosing the disease.
In 2013, WHO and UNICEF published an Integrated Global Action Plan for the Prevention and Control of Pneumonia and Diarrhoea

Annual global campaigns on World Stroke Day aim to emphasize the high rates of stroke and raise awareness of prevention and treatment of the condition. The symbol for stroke and heart disease is represented by a red ribbon. World Stroke Day was established in 2004 and used to raise public awareness in 2006.

The 2023 theme is “Greater Than Stroke”. It aims to raise awareness about the condition and how to prevent it. The World Stroke Organization (WSO) website provides advice on managing modifiable lifestyle factors, such as hypertension, smoking, diet, and exercise, which are considered to be the main risk factors of stroke and cardiovascular conditions. One of the messages is about acting fast to recognize the signs of stroke, and calling emergency immediately. The lifesaving warning signs of stroke can be easily memorized by the  “F. A.S. T.” acronym, which stands for Facial weakness, Arm weakness, Speech difficulty, and Time to call emergency.

 Here is a list of EALTHY teaching resources that relate to stroke

Classroom activities and resources

  1. World Stroke Day Toolkit: a set of campaign resources composed of logos, images, social media posts, information leaflets, and videos in English, Arabic, Chinese, French, Hindi, Portuguese (Portugal), Spanish (Spain)
  2. Posters and images: poster generator and social media posts
  3. Information brochures: brochures about hypertension, smoking, diet, alcohol, exercise in German, French, Spanish, Hindi and Arabic
  4. Spot a Stroke F.A.S.T.: lesson plans, videos in English and Spanish
  5. A.S.T. materials: infographics, fact sheets and videos in English and Spanish
  6. A.S.T. materials: for educators and classrooms, patients, and the public
  7. Games and quizzes: The F.A.S.T. Experience


World Stroke Organization: World Stroke Day  
American Stroke Association: World Stroke Day – F.A.S.T.
Pace Hospitals: World Stroke Day – Theme, History and Importance


World Psoriasis Day aims to raise awareness about people living with psoriatic arthritis, the impact on mental health and other aspects of daily life. Psoriasis is a systemic inflammatory disease of the skin which manifests with itchy, painful red patches on the skin, cracked skin with bleeding, and small scaly spots. When psoriasis affects the joints, it is called psoriatic arthritis (PsA).

World Psoriasis Day was established by the WHO in 2014. The colours representing the awareness are orange and lavender. The theme of World Psoriasis Day 2023 is “Access for All.” The goal is to ensure access to the right treatment at the right time to every patient.

Ideas on classroom activities and downloadable resources

  1. Test your knowledge: Pre-read the quiz questions. Then read the article and take the quiz After reading the article, learners will be able to recall key updates to the GRAPPA treatment recommendations for the management of patients with PsA
  2. Podcast: Good Care for Psoriatic Arthritis talks about new guidelines for the treatment of PsA
  3. Illustration book: Psoriatic Arthritis presenting information about the impact of PsA on mental health, intimacy and reproductive health, children behaviour
  4. Letter to a politician: a useful template for writing a letter in English or other languages
  5. Clinical communication skills: The Doctor-Patient Communication Checklist is composed of the Daily Checklist at Home, Topics of Discussion with a Dermatologist, and Doctor-Patient Communication Checklist on Appointment Day
  6. Poster: Here you can find the campaign logo 2023 and poster generator app to create a poster for the campaign in your country
  7. Information brochure for doctors and patients: Good Care for Psoriatic Arthritis provides information on new guidelines for treatment, impact of PsA on mental health and intimacy and reproductive health, recommendations for treatment
  8. Academic reading and writing: Elsevier collection of journals and research articles about dermatological conditions
  9. Additional resources:


IFPA: World Psoriasis Day
National Day Calendar: World Psoriasis Day
Medical News Today: How to get involved with World Psoriasis Day: facts about the condition, importance of raising awareness, getting involved, social media resources

The webinar began by describing the difference between an error and a mistake. It then explained the evidence-based approach to giving feedback on learner´s oral output, and finally provided suggestions for principled correction strategies.


Neil Harris is a lecturer and teacher trainer in Centre English Language Training (CELT) in Cardiff, UK. He gave a fascinating talk on evidence-based principled corrections of spoken Medical English. In particular, he shared his knowledge and experience covering the following topics:

  • Definition of the difference between errors and mistakes demonstrated on the examples of two students´ oral output who are at different proficiency level (A1, C1): Causes of making errors and mistakes;
  • Categorising and responding to error: Error types;
  • Principled correction strategies for speaking: When to correct accuracy and when to correct fluency.

His talk was not only very informative, but also very interactive and thought provoking. The attendees were asked to take part in several quizzes followed by Neil´s comments, for example:

  • General thoughts and true/false assumptions on dealing with errors & mistakes;
  • Defining the causes of errors by matching terms and definitions;
  • Categorising error by choosing “one odd out”;
  • Answering the question: When it is a right time for correcting accuracy and fluency;
  • Oral correct key: Correction types – what the teachers say.

He explained the lesson frameworks and routines: “PPP” model (Presentation – Practice – Production) and “TTT” model (Test – Teach – Test) and provided suggestions for principled feedback. The key concepts in error correction that he presented included answering the questions of when and how to correct accuracy and fluency; decision making on who should do it (a teacher or a learner); and defining whether it is a new or repeated mistake.

Neil also described the form and meaning of focused oral output, provided a short list of Dos and Don´ts, suggested strategies for giving feedback to support the learner (giving implicit and explicit feedback; providing input and output), and referred to the OET spoken correction criteria.

Watch the webinar to find out more about the error/mistake correction-related myths and the tips on strategies you can use in your classroom: Direct correction, Recast / stressed recast, Questioning, Echoing, Non-verbal feedback, Clarification request, Metalinguistic feedback, Eliciting.

Osteoporosis, a condition of fragile bones, is underdiagnosed and undertreated. People at high risk of fractures remain unaware of this silent disease. The huge human and socioeconomic cost, and severe impact of fractures on a patient´s independence, is also underestimated.

World Osteoporosis Day (WOD) was first promoted by the International Osteoporosis Foundation (IOF) in 1996. Since then, it has grown into a global campaign. It aims to reach out to healthcare professionals, the media, policy makers, patients, and the public.

The theme of this year is the importance of Building Better Bones throughout life. The campaign focuses on good nutrition, a healthy lifestyle (reduction of alcohol intake and stopping smoking), prevention of falls and fractures. Additional themes deal with the importance of secondary fracture prevention and patient-doctor dialogue.

The IOF´s resources are intended for both patients (lay persons) and healthcare professionals and aim to share knowledge about risk factors, prevention, and management of osteoporosis. These are also suitable for classroom activities with your students:

In the article in the Member area, you can read about age-related terminology and strategies to avoid the language of ageism in clinical communication. It also contains additional resources for classroom activities in a downloadable file.

The International Day of Older Persons celebrated every year on the 1st October aims to raise awareness of a significant difference between the notions “ageing” and “ageism”. While the first describes natural process of getting old, the latter denotes unfair treatment of people because of their age. It is an occasion to promote healthy ageing, combat ageism, deal with age-related issues (such as abuse of the elderly, dementia, disability, palliative care), and use the age-inclusive language.

By becoming more aware of the language we use to describe ageing, an older person´s behaviour, their lifestyle and health conditions, we can eliminate discrimination and stereotypes, and thus contribute to a more inclusive society. Examples of language and behaviour, which impede respectful, empathetic interaction between a healthcare professional and an older patient, include: assuming cognitive decline of older adults, elderspeak used by healthcare professionals, generalizing health issues, stereotyping lifestyle preferences of older persons, and ignoring cultural diversity

To support the positive message of the International Day of Older Persons, we provide you with definitions of key terms by the WHO and its actions to combat ageism, including the use of appropriate language in healthcare settings. The article also contains a downloadable pdf file, where you will find resources which you can use. If you are looking for ideas for extra classroom activities, you can get inspired by the glossary, examples of outdated and updated terminology, and the attributes of elderspeak.

You can also use the lesson plans shared by SLC, which can be downloaded in the Resources section on our website, for example: