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HEALTH FROM AN INTERCULTURAL

 POINT OF VIEW.

 

 

 

THEORY.-

1. - INTRODUCTION.

2. - DIDACTIC UNIT LEVEL.

3. - DIDACTIC UNIT PLANNING.

bulletGeneral objectives.
bulletSpecific objectives.
bulletFunctions.
bulletExponents.
bulletLexicon, grammar and culture.
bulletBasic vocabulary.

4. - METHODOLOGICAL ASPECTS.

5. - DEVELOPMENT OF ACTIVITIES.  

6. - MATERIALS.

7. - EXTRA INFORMATION. 

8. - EVALUATION.

 

PRACTICE.-

1. - SOCIO – CULTURAL ASPECTS

2. - GENERAL OVERHAUL. “HEALTH”

bulletSpecific vocabulary and terminology
bulletParts of the body.
bulletMedicine and first aid kit.  ( Common medical instruments )
bulletIllness.
bulletProfessions related to health.
bulletHealth and care. (personal hygiene)
bulletMedical Idioms.

     Native medicine.

3. - BASIC CONCEPTS.

bulletQuantity.-much – enough – little/few – after.
bulletHow often do you do something? - always, usually, sometimes, often,  never, .
bulletVerbs .- to wake up, to sleep, to call, to stand up, to wash, to comb.
bulletExpressions for personal feelings .- fine , so-so, sad, tired, happy...
bulletReview (parts of the day)  morning, afternoon, evening, night.

4. - RELATED TOPICS:

bulletVerbs related to pain (to hurt, to pain, etc.)
bulletVerb to be  (adjectives).

5. - ASKING AND GIVING INFORMATION ABOUT…….

6. - DEVELOPMENT OF ACTIVITIES SUCH AS:

bulletOral and written expression.
bulletOral and written comprehension.
bulletCivic and environmental education.

7.- GRAMMAR.

bulletFamily words.
bulletInterrogative clause:  how...........?
bulletVerb how much,....?, etc…
bulletVerb to have.
bulletAdjectives: tired , bad , nervous , ill , sick , sad , etc.
bulletDeterminers.
bulletUse of imperative.
bulletBasic vocabulary: too much, enough, not enough, lot of....  few/little......

8.- INTRODUCTION TO MATHEMATICS

  Basic calculations and resolving mathematical problems can be included.

9.-  POSSIBLE TASKS TO BE DEVELOPED.

bulletWhat do these drawing suggest to you?
bulletAsking questions about drawings, ideas, concepts…
bullet Reading and pronouncing vocabulary of this unit.
bulletShort texts.
bulletJoining words with pictures.
bulletFilling the blank (incomplete words)
bulletReordering words to create new sentences.
bulletClassification of images/words/ etc according to different subjects.
bulletGrammar based activities/tasks.
bulletCrosswords.
bulletRiddles.

10.- EXTRA ACTIVITIES

bulletPoetry.
bulletWorking with documents related to health.
bulletConferences.
bulletWorking with a video tape where you can follow how public/private health works.
bulletTypical way of dressing for European doctors/nurses.

 

1.-INTRODUCTION.-

Over the past few years, intercultural health has become an emerging issue in health policy. Intercultural health is an approach to improve communication between patients and providers. This approach incorporates patient's cultural background in health care; improving intercultural communication strategies to generate a medical culture of patients. This introduction explores concepts in an intercultural health approach. Such as cultural diversity and medical systems as complex models of thoughts and behaviours.

According to Alarcón M, Ana Vidal , Aldoy Neira Rozas, Jaime, in the Medical Chilean magazine: Intercultural Health; elements for the construction of a conceptual base,(September 2.003):

In the last few decades, terms such as intercultural health and cross-cultural health have been used indistinctly when designing a group of actions and policies which tend to learn and incorporate the culture of the users in daily processes of health customer service. This cultural topic is far more complex that it may seem. It implies a biological, cultural and social diversity of human being as an important factor for health processes. Being respectful to this diversity has had a long trajectory in countries which have a large number of immigrants. Furthermore, this diversity has generated a great variety of ethnical and cultural situations where medical teams have been forced to develop strategies which help to facilitate the relationship between doctor and patient.

Different countries have had the necessity of development health processes; such as Chile, where different historical, socio-political, and epidemiological reasons have motivated initiatives which tended to avoid that ethnical and cultural identity of users were a handicap for receiving an adequate health attention.

In this context, Anthropology as science, contributes to understand and involve culture in health processes. Moreover, it gives socio anthropological elements which help to appreciate this health and disease phenomena from a biological dimension. In actuality, medical pluralism characterizes our contemporary society.

Mircea Eliade highlights in her analysis about shamanism and primitives ways of cure that: “Contacts between cultures lead us to a bigger development of cultural aspects. The human being has several priorities. One of these priorities is to safeguard life. Fighting against illness and diseases and the interest in good health are common characteristics since the beginning of times.”  

As an example: Traditional Chinese Medicine relates tradition and culture with nature. The idea of good health is easily converted in an intercultural, mixed idea, characterised for its viability. It is similar in the different places of the world where it is studied and practised.

 

In actuality, “Occidental Science” is working in pro of health, improving people’s life expectancy. Nevertheless, in some occidental countries, there are two possible ways of understanding health and illness:

On the one hand, there is the conventional occidental medicine, supported by technological processes and synthetic drugs.

On the other hand, there is the natural-traditional medicine, left aside by the first one. Nowadays it is being developed by naturopathy and natural medicine. It incorporates these researches made in natural science and includes remedies using mainly plants.

When researching original cultures, which still survive, it is easy to find out that their idea of health / illness is quite different from ours. These cultures relate their present with their pass and its tradition. Most of Chilean, Argentinean and Asiatic tribes believe that health is a global sphere where humans, social and natural environment, lore and cosmos are interrelated. Everything that happens to a member of a community is related to the rest of the tribe.

Individual health is related to social health (within the tribe). It is thought that their health is correlated to the health of their surroundings (natural environment).

Physical and natural environment is being transformed by human being. In this process, they can hurt it; therefore, it can get sick. Quality has higher importance that quantity. There is a great difference over the conception of human being between these tribes and the occidental culture. Traditionally society and nature at the same time are thought as an individual. Whereas occidental medicine sees humans in terms of statistics, sick people are mere figures. Health attention is given in terms of time and spare room due to overcrowding.

 

Some countries have created intercultural hospitals, it hopes to:

1.      Propose new rules and policies in terms of intercultural health and development of new studies. Integrating Traditional-alternative-complementary medicine with Academic medicine will lead to a better health.

2.      Articulate experiences and knowledge of traditional-alternative-complementary medicine with academic medicine for a higher quality and life expectancy.

3.      Elaborate projects and programs whose main objective is to spread results of the integration of these two main medicines: Natural and Academic medicine. Forming doctors in intercultural medicine.

 

            Developed Activities:

                         

-         Proposing policies and strategies for intercultural health.

-         Promoting, developing, and spreading results of technological and scientific investigation in Health and Intercultural field.

-         Designing and implementing botanical gardens, herbariums, bio gardens, etc….

-         Programming, articulating and evaluating Alternative and Complementary medicine with Academic medicine.

-         Elaborating and proposing rules for the application of experiences in intercultural health. Using resources such as natural medicines-food and its derivative products.

-         Elaborating protocols of integration and complementation in intercultural health.

-         Proposing and implementing national and international cooperation.

-         Checking results when using natural products.

 

            Several times, intercultural affairs have been presented as dialogue, exchange and complementation, which try to articulate the differences. However, it never works on the motto: unity in diversity. The concept intercultural has to be revalued and addressed to an historical awareness of people involved in education and a practice of coexistence, accepting our differences in terms of ways of think, feeling, dressing, etc…

            Being educated in diversity is to lead us to accept diversity as a basic premise of coexistence. Human being is forced to learn to live in a world of differences.

            Intercultural education must generate changes in our actual system, to balance gender and cultural connections. Teachers are the pillars of these societies, adult school centres are a place where diversity meets, and teachers have the responsibility to promote real intercultural exchanges.

            This didactic unit intends to work with health from an intercultural point of view. It is thought that students should have to reach a minimum vocabulary related to health that will help them to integrate faster in our society, so this vocabulary should be motivating for this target group.

            All our students have a personal way of interact when facing an illness, personal hygiene, healthy habits, etc. From that point of view, it is easy to deal with lore and tradition related to health, to work with them about different systems. Finally, it will help us to teach them how European system works.

            D. Almaguer González deals with traditional medicine, and in his work, he says that: “there are four main elements in all health-care systems: specialists, illness classification, diagnosis, and therapeutically tools. The latest is commonly known as herbarium; it includes not only plants and herbs, but animals, water, heat, mud, etc. and with that treatment it is possible to give a complete service to customers”. He also reminds us that “traditional medicine has been with us for many centuries, It also has limitations and unhealthy practices; plants and herbs which can be dangerous in inexperienced hands, so this is why we should clarify our actual situation and be aware that we should be treated by specialists”.

            We intend that our students learn and use the vocabulary related to this topic. We also aim that our students, after studying this unit, will be able to use a medical centre and understand different ways of using medicine.           

 

            We will deal with health related to:

Ø      Different parts of the body

Ø      Symptoms associated with illness

Ø      Most common drugs

Ø      Specialists

Ø      Personal health

Ø      Traditional medicine

Ø      Instructions and side effects

 

 

 

 

2.-LEVEL.-

 

This unit is focus on adult students with intermediate language level according to the new European system; it can be included in “B2.”  There usually is a mixed group made of different cultures. (It can also be used with monoculture groups).

 

3.-DIDACTIC UNIT PLANNING.-

 

o       GENERAL OBJECTIVE.-

 

            The main goal is that students learn different ways of understanding health according to different ways of life and cultures. We also aim our students to have a general view of this topic in terms of vocabulary and knowledge.

 

Proposals:

 

bulletLearning about different cultures.
bulletPromoting respect to other cultures.
bulletPromote self-esteem, communication, and participation.

 

 

o       SPECIFIC OBJECTIVES.-

bulletLearn from different cultures.
bulletConsolidate knowledge.
bulletPromote different values of involved cultures.
bulletPromote self-esteem, better communication, and participation between our students.

Developing values such as respect, tolerance, rights and obligations for native people and those coming from different cultures (immigrants, ethnic minorities…) in order to reach a positive cultural enrichment.

 

o       FUNCTIONS.-

 

·        Learning parts of the body.

·        Hygienical habits.

·        Typical diseases.

·        Learning about different drugs and side effects.

·        Most typical diagnostics and test in a medical centre.

·        Learning about different specialist in health system.

·        Communicating pain, sickness, etc…

·        Filling complaint forms.

·        Asking or giving information about personal feelings.

 

o       EXPONENTS.-

 

q       How are you?

q       I have a  ________ache

q      I have / she/he has…..

q      I am tired, sick, weak

q       How long have you been feeling sick?

q       ……………………..

q       Do you have an appointment?

q       …………………………….......

q       What time is it?

q       When are you going to the specialist?

q       What pills do I have to take?

q       How often?

q       This………………..

q       Once/ twice   a day/week……

 

 

o       LEXICON, GRAMMAR AND CULTURE.-

 

Oral activities.-

 

q       Parts of the body

q       Services related to health

q       Healthy habits

q       Medical treatments

q       Most common specialists

q       Medical centres

q       Idioms

q       Poetry

q       Refrains

 

 

Listening activities.-

 

q       Understanding vocabulary related to medicine.

q       Recognise doctors, nurses and their functions at hospital/medical centre in a conversation.

q       Understanding basic questions related to the way someone is feeling.

q       Understanding instructions given by a doctor/nurse/clerk etc…..

 

 

Writing activities.-

 

q       Writing and practising new vocabulary.

q      

 

Creating sentences

q       Picture / dictation

q       Promoting spontaneous grammar structures.

 

Reading activities.-

 

q       Crosswords

q       Joining words and images

q       Complete words

q       Filling gaps with new words

q       Identifying misspelling words

q       Answering easy questions

 

 

o       BASIC VOCABULARY.

 

q       Verbs - to cure, cut, fill, add, test, wash, clean, operate on, etc...

q       Vocabulary. - Medicine, doctor, specialist, medical centre, nurse, hospital, ambulance, emergency, appointment, etc...

q       Expressions and basic words- wide, narrow, before, after, clear, dark, large, small, short, etc.

 

4.-METHODOLOGICAL ASPECTS.-

 

Focusing on questions such as:

What topics are interesting for these students?

What could they learn in order to help integration?

What have to be learnt?

            The main aim is to develop student’s communicative competence. Although an intercultural perspective cannot be omitted. A task-based approach should be used in order to develop our students’ knowledge and capacities.

            It is necessary to establish the level of each student (initial evaluation). It will give the starting point. Moreover, it will help to develop their linguistic and conceptual necessities.

 

5.-DEVELOPMENT OF ACTIVITIES.-

 

The first activity in this unit should be focus on our students (motivating them). It will help to check their previous ideas and knowledge. It is also very useful for these following activities.

Several activities have been included when developing linguistic contents, attitudes and intercultural aspects such as:

·        Communicative activities. - Checking point of view of students,

developing positive attitudes towards different cultures. It could be said that it will help to change cognitive   frameworks.

·        Cooperative activities. - using new knowledge. It is useful as evaluation.

·        “Solving problems” activities. - These activities will prepare students for real situations.

Questionnaires have been used at the end of this didactic unit. They will be used as evaluation material, not only for students, but also for the total teaching-learning process.

 

6.-MATERIALS.-

 

bulletActivity sheets.
bulletFlashcards related to basic vocabulary, etc.
bulletMagazines.
bulletAuthentic materials, such as bills, forms, complain forms, appointments etc...
bulletDictionaries.
bulletPaper, pencils, etc
bulletMusic.
bulletDecorations.
bulletTransparencies.
bulletPhotocopy machines.
bulletVideo camera and TV set.
bulletComputers.

 

7.-EXTRA INFORMATION.-

 

If you want to learn more: 

 

http://www.who.int/world-health-day/2005/infomaterials/publications/es/index.html

http://www.imsersomigracion.upco.es/campanas/campa/tu%20salud/tu_salud.htm

 

   See index

 

 

 

 

 

ACTIVITIES

 

 

 

 

 

“ HEALTH “

 

 

 

INTRODUCTORY ACTIVITY

 

 

 

Cultures of unity and medicine have been present through these years. They were on the floors, in plants and vegetables, etc.

Integrated in a cultural knowledge and practice; it usually amused all those Spanish chroniclers due to its large medical herbarium.

 

However, those herbs and plants were not the only base for Mabuchi’s strong health. This strong warrior, who fought against Spanish soldiers, considered his health from a completely different point of view, his health, was the balance between human being and his surrounding nature.

 

 

Write down the main ideas that this text suggest to you.-

 

 

1.      ..................................................................................................................................

 

2.      ..................................................................................................................................

 

3.      ..................................................................................................................................

                                                                                               

4.      ..................................................................................................................................

 

5.      ..................................................................................................................................

 

6.      ..................................................................................................................................

 

 

 

 

LEARNING PARTS OF THE BODY.

 

 

 

LEARNING PARTS OF OUR EXTREMITIES.

 

 

 

LOOKING AT THIS DRAWING, WRITE THE NAME OF THE DIFFERENT PARTS OF THE BODY.

 

 

 

JOIN PARTS OF THE BODY WITH ACTIONS

 

Read

 

 

Mouth

 

Cough

 

 

Ear

 

Run

 

Throat

 

 

Listen to

 

 

Eyes

 

To sallow

 

 

Head

 

To eat

 

 

 

Feet

 

 

 

INTRODUCING DIFFERENT TYPES OF SERVICES RELATED TO HEALTH

 

 

HOSPITAL – hospital

 

 

AMBULANCE – ambulance

 

CHEMIST - pharmacy

 

 

MEDICAL CENTRE – medical centre

 

CLINIC - clinic

 

 

OUTPATIENT’S DEPARTMENT –

Outpatient’s department

 

INTRODUCING DIFFERENT TYPES OF PROFESSIONALS RELATED TO HEALTH

 

 

OTOLARYNGOLOGY –

otolaryngorogist

ETN specialist

 

CHIROPODY- chiropodist

 

PEDIATRICS – pediatrician

 

 

ODONTOLOGY - odontologist

 

ORTHOPEDIC DEPARTMENT- orthopedic surgeon

 

 

CARDIOLOGY - cardiologist

 

EXTRA VOCABULARY.-

 

 

 

TO HAVE A SHOWER-

 

 

TO HAVE A BATH

 

Seguro que te despiertas a la primera ... no falla

 

PAIN - pain

 

 

TO WAKE UP - 

 

TO GO TO BED 

 

 

TO COMB YOUR HAIR –

 

 

 

CAPSULES -

 

 

SURGICAL TAPE

 

 

INJECTION –

                                               

 

ASPIRIN -

 

X-RAY

 

 

OINTMENT

 

 

DIFFERENT TYPE OF CHILEAN MEDICINES

 

 

Maqui

 

Snake herb

 

 

Miner herb

 

Cullen

 

 

Cinnamon

 

 

Boldo

 

WRITE THE NAME OF THE FOLLOWING DRAWINGS.-

 

        

 

----------------------------------------        ------------------------------------------

 

        

 

----------------------------------------       --------------------------------------------

 

     

 

----------------------------------------          --------------------------------------------

 

JOINING WORDS AND PICTURES

 

 

 

 

 

 

MEDICAL CENTRE

 

CHIROPODIST

 

 

 

 

MAQUI

 

CHEMIST

 

 

 

 

 

 

To WAKE UP

PEDIATRICS

 

 

 

 

 

 

CINNAMON

HOSPITAL

Seguro que te despiertas a la primera ... no falla

 

 

COMPLETE THE FOLLOWING WORDS

 

 

S………….T

 

 

………AT

 

T…………..G    ……..S

 

 

…………………………….

 

…………………

 

 

……………………….

 

FEELING SICK

 

 

Observe this picture.-

 

1.- Where are they talking ?

 

q       At home

q       At the office

q       At a medical centre

 

2. - What happens to them?

 

q       Headache

q       Broken arm

q       Feeling sick

 

3.-  To whom are they talking?

 

q       A teacher

q       A doctor

q       A lawyer

 

MEDICAL RECORD

 

Name: _________________________________

Date of Birth:________________________

Weight:       __________________ kg

Height:                __________________ cm

 

MEDICAL HISTORY

Age

 

Illness

Symptoms

Treatment

Classification

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OBSERVE THESE PICTURES.  DESCRIBE THEM.

 

 

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COMPLETE THE FOLLOWING SENTENCES WITH THE WORDS GIVEN.-

 

 

pills  – injection –  medical centre - ointment – sticking plaster – surgical tape -

 

 

 

 

q       We have a ........................ in Albuñol.

 

 

q       Juan had several  .......................... 

 

 

 

q       That nurse put me a ...................................

 

 

q       I have to use……… for my hands

 

 

q       This is ……………..

 

 

 

q       What is this?

     ………………………..

 

 

-What type of documents do you need if you want to go to a medical centre within Europe ?

-and if you are an immigrant?

-How can you go to a medical centre/hospital? 

-How can you get an appointment?

 

 

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What could anyone who has not been legalised in any of the European countries do if he/she wanted to have an appointment?

 

 

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La policía custodia indocumentados que trataban de cruzar el Eurotúnel desde el centro de Sangatte, ahora clausurado

 

 

 

Look for the following directions for use and complete these tasks. Could you find any side effect?

 

 

Brand________________________________________________________________

 

Type of medicine ___________________________________________________

 

______________________________________________________________________

 

Use _________________________________________________________

 

______________________________________________________________________

 

 

 

 

Brand________________________________________________________________

 

Type of medicine ___________________________________________________

 

______________________________________________________________________

 

Use _________________________________________________________

 

______________________________________________________________________

 

 

 

Brand________________________________________________________________

 

Type of medicine ___________________________________________________

 

______________________________________________________________________

 

Use _________________________________________________________

 

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Name of treatment / drug

 

Country

 

Picture of the country

 

Main characteristics

 

 

 

 

 

 

 

 

 

 

 

 

 

Characteristics

 

 

 

 

 

 

Ovale Legende: Why do we take pills without our doctor’s prescription?

 

 

 

 

 


 

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EUROPEAN HEALTH CARE

 

 

In actuality, there are mainly two health systems around the world:

 

bulletPublic: governmental system.
bulletPrivate.

 

In addition, there are two ways of possible organization:

 

bullet Bismarck ’s System.

 

q       Bismarck was the creator of our actual health-care.

q       Financed by workers and businesspersons.

q       Rights of this health system belong to the person who pay and his/her family.

q       Quantity of money depends on your quantity of work; it has nothing to do with the money that you posses.

q       Charity hospitals.

 

bulletHealth in our National System (1980)

 

q       It is a right that everybody should receive in the same way.

q       Government will create a national system founded with tax’s money and ensure that all receive a proper attention.

q       Focused in all citizens.

q       The money that every citizen pays is related to his/her income.

 

LIST ALL TYPES OF HEALTH SYSTEM KNOWN BY YOUR CLASS. EXPLAIN ANY SIMILARITY OR DIFFERENCE.

 

 

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ANSWER THE FOLLOWING QUESTIONS IN GROUPS

 

Immigration, Does it benefit or detriment our health system?

 

 

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Tarjeta de la Seguridad Social Tarjeta Sanitaria

 

Medical Cards

 

 

What is it?

 

 

 

 

What type of information does it contain?

 

 

 

 

What advantages or disadvantages can cardholders have?

 

 

 

 

How can you obtain it?

 

 

 

 

Where can you use it? Organizations:

 

 

 

 

What can I do if .......... ?

 

 

 

 

More information…………………….

 

 

 

 

 

 

 

Put the following dialogue in the correct order and practice with your partner.

 

q       I would like to have some aspirins, please.

q       Good morning

q       Any type?

q       Can you tell me the name?

q       Aspirin

q       No , sorry, I do not have any left.

q       What happens to you?

q       I have a headache

q       Do you have fever ?

q       No, I have not.

 

 

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Read this text and give your opinion.

 

 

Midwives have a strategic place when assisting mothers and new babies in aboriginal communities in Latin America . Due to geographical, economic or cultural reasons, these mothers have no medical attention. Some experiences show that these midwives could create a bridge between academical and traditional medicine in order to reduce the high number of women that die when giving birth in “developing countries.”

These midwives belong to a non-formal health system. They have usually high respectful positions in aboriginal communities. They are in charge of newborn babies’ processes; they also give advice when these mothers pregnant. Moreover, they advise women when they do not want to get pregnant.

Midwives have great lore, knowledge and gynecological experience that show a complete different vision of the word compared with the occidental vision.

 

 

 

 

What is the most typical illness in your country? Are they similar with the ones of the country where you live now?

 

 

Country where you live now

 

 

Country where you were born

 

 

 

                    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TYPE OF HEALTH

 

 

Read and talk about this article.-

 

 

Health depend on levels of physical, psychological, sociological or environmental aspects, this is because health is defined as follow:

 

Health has been a constant preoccupation over all existing societies and cultures. Its conceptual definition and interpretation has evolved through history according to the importance that it has received in different times and at different levels; and the methodology used for evaluation. Several definitions have been used, and this is because different institutions and people have elaborated these definitions. They are not always completely true or right. This is the reason why there are many definitions about health; it depends on the context where you use it. It could be argued that this is the reason that makes this definition dynamic, it is always evolving.

 

According to WHO (Worldwide Health Organization), health “is a complete physical, mental and social welfare, and not only the absence of illness. Obviously, this definition has been questioned because it talks about a complete welfare, which is a Utopia. There is not a common agreement about this definition yet. Health was defined in a workshop as: “dynamic process of physical, mental, social, environmental, etc welfare, in balance, it relates personal and collective point of views in a determined environment given in a place and a time.

 

 

COSTA Rica ’s  UNIVERSITY

 
HEALTH AND WELFARE BUREAU

 

 

 

LOOK AT THE FOLLOWING DRAWINGS.- PRACTICE WITH A PARTNER

 

 

Fracture: cracking of a bone. Usually due to a violent knock.

 

 

 

 

Open fracture: when the bone can be seen. There is usually an internal bleeding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BRAINSTORMING. TALKING IN GROUPS

 

 

Cultural diversity, traditional lore and medicine

 

 

 

Science is working for a better health and life expectancy in occident

 

 

 

All human communities have somehow, a way of confronting illness with cultural, religious   aspects.

 

 

 

Different continents have different perception of concepts such as illness, health…. that still survive from ancient times.

 

 

 

Chinese traditional medicine lore is very close to the natural concept that occident have.

 

 

 

 

VISITING A MEDICAL CENTRE

 

 

TASK 1

            Groups of three people are going to work in the following task:

           

            Our students will go to a hospital/medical centre and will get bad service from that hospital. They will want to make a complaint.

 

Roles:

                        - Doctor / patient.

 

Objective:

-         Patients get an appointment.

-         Doctor gives bad service not following rules of this medical centre.  

 

Preparation.-

 

Discuss with your partners:

                        What can we do to feel good?

                        What are our daily habits?

                        How can we choose doctors?

                        What can we do in order to improve our health?

 

            Choose the specialist you think you would need to visit:

Look for a partner who has chosen the same that you. (example pediatics)

-         What is the best food for infants?

-         What is the influence of food over children?

-         How can you prevent accidents?

 

            This task requires some preparation from our students; we must provide them with information.

            However, they sometimes will have to do some research. These activities should be done in groups in order to share experiences and the information required.

 

TASK 2

 

            You have been at a casualty department with your son. You have had a bad service and you want to complain. When they are about to give you the complain form, they try to convince you and make you have a second thought. How would you react?. Work with a partner and role this situation.

 

TASK 3

 

(Intermediate / advance students) Given a complaining form, (see index 2) try to fill it in groups of 2/3 people and send it to the Human Resources Department. You will have to find the necessary steps if you want to present a good complain. This situation could be role by some students.

 

 

 

 

 

 

(Index 2)

 

 

 

·        LOOK  AT THE FOLLOWING DRAWINGS .-

 

 

 

Monitor: A machine that shows heart rate, breathing, blood pressure, intracranial pressure, and cerebral perfusion pressure.

Head Dressing: A bandage around the head used to keep the wound or incision clean and dry.

ICP Monitor: A small tube placed into or just on top of the brain through a small hole in the skull. This will measure the amount of pressure inside the brain (intracranial pressure).

Nasogastric Tube (NG): A tube placed through the nose into the stomach that can be used to suction the stomach or provide liquid formula directly into the stomach.

Endotracheal Tube: A tube inserted through the patient's nose or mouth into the trachea (windpipe) to help with breathing and suctioning.

EKG Lead Wires: Wires connected to the chest with small patches that measure the heart rate and rhythm.

Intravenous Catheter (IV) and Intravenous Fluid: A flexible catheter which allows fluid, nutrients, and medicine to be given directly into a vein.

Ventilator: A machine used in the Intensive Care Unit to support the patient in their own breathing or give the patient breaths.

Anti-Embolism Stockings (Frequently call TEDS): Long white stockings used to help prevent the pooling of blood in the legs.

Sequential Compression Stockings (Frequently called Kendalls ): Plastic leg wraps that help prevent blood clots by inflating and deflating around the legs.

Urinary “Foley” Catheter: A tube inserted into the bladder to drain and allow for accurate measurement of urine.

 

READ THE TEXT ABOVE AND MAKE SENTENCES WITH THESE NEW WORDS.-

 

 

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8.-DIDACTIC ORIENTATIONS FOR EVALUATION.-

 

EVALUATION

 

CONTENTS

 

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It is able to receive the service he/she needs in a given situation.

 

 

 

Understand and use the vocabulary of this unit.

 

 

 

Use verbs of this unit.

 

 

 

Is able to read properly.

 

 

 

Is able to distinguish between questions and affirmations

 

 

 

Can use adjectives appropriately.

 

 

 

Is able to use adverbs appropriately

 

 

 

Is able to use pronouns

 

 

 

Is able to read normal and block letters

 

 

 

Is able to understand short texts

 

 

 

Is able to write short texts about this topic

 

 

 

Is able to ask questions related to this unit

 

 

 

Is able to go to a medical centre and receive the service he/she requires

 

 

 

Is able to express his / her feelings

 

 

 

Is able to follow orders

 

 

 

Is able to related words with meanings

 

 

 

Is able to understand basic information from a medical centre form

 

 

 

Student knows the different specialist of a medical centre.

 

 

 

Is able to read

 

 

 

Is able to ask basic information about this topic

 

 

 

Is able to give basic information about this topic

 

 

 

 

SOCIO CULTURAL ASPECTS-

 

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Student understands different concepts of health according to different cultures

 

 

 

Is able to recognise differences according to the country where he/she lives

 

 

 

Is able to understand different ways of behaviour

 

 

 

Is able to tell different ways of treatment

 

 

 

Is able to associate places where he/she can find help when he she is ill

 

 

 

Is able to distinguish different departments within a hospital

 

 

 

Is able to discriminate pictures related to this topic

 

 

 

Student knows timetables according to the country where he/she lives

 

 

 

Is able to distinguish different cultures according to their concept of health.

 

 

 

Student is respectful towards others ways of understanding health

 

 

 

 

 

 

 

This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: 
 eu-project@gmx.com
 
Latest update of this page: 2005-06-28 
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