Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/43312
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Type: Journal article
Title: Assessment of english-language proficiency for general practitioner registrars
Author: Chur-Hansen, A.
Elliott, T.
Klein, N.
Howell, C.
Citation: Journal of Continuing Education in the Health Professions, 2007; 27(1):36-41
Publisher: John Wiley & Sons, Inc.
Issue Date: 2007
ISSN: 0894-1912
1554-558X
Statement of
Responsibility: 
Anna Chur-Hansen, Taryn Elizabeth Elliott, Nigel Charles Klein, Cate Adele Howell
Abstract: <h4>Introduction</h4>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.<h4>Methods</h4>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.<h4>Results</h4>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.<h4>Conclusions</h4>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.
Keywords: Humans
Language Tests
Education, Medical, Graduate
Educational Measurement
Foreign Medical Graduates
Physicians, Family
Australia
Rights: Copyright © The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education
DOI: 10.1002/chp.92
Appears in Collections:Aurora harvest 6
General Practice publications

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