Beginning Medical Spanish: Oral Proficiency and Cultural Humility

by Parizad T. Dejbord Sawan

Overview

Beginning Medical Spanish. Oral Proficiency and Cultural Humility is designed for medical professionals and supporting staff with no prior knowledge of Spanish who need to develop oral language skills and cross-cultural sensitivity to establish relationship-building communication with their Spanish-speaking patients.

This hospital-tested program teaches how to connect with patients of limited English-speaking ability and offer them the quality care they seek. Role play activities allow students to develop their oral proficiency in meaningful contexts and contribute to a creative and dynamic classroom environment. Written exercises provide opportunity for practice outside the classroom, and audio recordings are available online for use in class and at home. The cultural readings and extensive bibliographical references in each chapter provide students with information about Hispanic values, beliefs and health practices, while teaching them to consider how these may vary with the identity of each individual and the degree of acculturation to U.S. "mainstream" culture.

Whether you are a student preparing to work in a medical environment, or a professional already working with Spanish-speaking patients, the innovative method of hands-on learning though role playing practice provided in this program will give you the specific skills you need to communicate confidently and respectfully in Spanish.

Product Details

ISBN-13:	9780367322434
Publisher:	Taylor & Francis
Publication date:	12/20/2019
Edition description:	Bilingual
Pages:	222
Product dimensions:	6.12(w) x 9.19(h) x (d)
Language:	Spanish

About the Author

Parizad T. Dejbord Sawan is Associate Professor of Spanish at The University of Akron, USA. Originally from Palma de Mallorca-Spain, she received a MA degree in French literature from the University of Akron and holds a PhD in Latin American Literature from the University of Michigan. In 2004, she obtained her National Certification from the American Council for the Teaching of Foreign Languages (ACTFL) to be an Official Tester of the Spanish Oral Proficiency Interview (OPI). She initiated a collaboration between Akron Children's Hospital and the University of Akron through the design and implementation of a 3-semester Beginning Medical Spanish program for medical professionals and supporting staff in 2013 and continues to teach all of the classes at the hospital. She is also a member of the national Medical Spanish Taskforce and is currently participating in the project Engaging Language Professionals for Patient-Centered Outcomes Research in Latinx Communities with Ohio State University. This project has been funded by a grant from the Patient-Centered Research Outcome Institute.

Table of Contents

Acknowledgments xiii

Introduction 1

1 Greeting and addressing your patients 11

A Greetings and farewells 12

1 Greeting 12

2 Titles 12

3 Farewells and thanks 14

B Subject pronouns and the verb (Ilamarse) 16

1 Subject pronouns 16

2 The verb (llamarse) 16

3 Subject pronouns and verb agreements 16

4 Sentence order in declarative sentences and in questions 16

C Introductions 19

1 Introductions 19

D What is the patient's name? Requesting information 21

1 Yes/no questions 21

2 Information questions 21

E Reporting names 23

1 Reporting names ellos(as) 23

2 Gender and ellos(as) 23

F Addressing children informally and adults formally 23

1 The informal "you" or tú 23

2 The formal "you" or usted(es) 23

3 "We" or nosotros (as) 24

2 Creating a relationship with your patients: getting to know them and their families 26

A The family 27

1 Vocabulary of the family 27

2 Gender and number of singular and collective nouns 28

3 The definite article 28

4 Gender and number and the definite articles 28

5 Use and omission of the definite article 28

B Possession and (tener) with the family 32

1 The verb (tener) 32

2 Counting family members 33

C Possession and possessive adjectives 36

1 Possessive adjectives 36

2 Gender and number 36

D Inquiring about a patient's age. The numbers from 13 to 90 38

1 Vocabulary. The numbers 38

2 Age 39

3 Identifying and describing people and places in the hospital 41

A Identifying and describing with the verb (ser) 42

1 The verb (ser) ¿Quién es? ¿Cómo es? 42

B Describing people in a hospital. Descriptive adjectives 43

1 Vocabulary. Descriptive adjectives 43

2 Agreement and descriptive adjectives 44

3 Gender forms 44

4 Number 44

C Identifying your colleagues 46

1 Vocabulary. Professionals at your hospital 46

D Stating existence with the verb (haber) 48

1 The verb (haber) 48

2 Subject pronouns and the verb (haber) 49

3 Pronunciation 49

E Identifying places in the hospital 50

1 Rooms and units 50

2 Departments and centers 51

3 Vocabulary. Public places in the hospital 53

(masculinos) 53

(femeninos) 54

4 Giving directions to and at the hospital 57

A Locations in the hospital and the verb (estar) 58

1 The verb (estar) 58

2 Questions with ¿dónde? and ¿en qué? 58

3 The preposición en and locación 58

B Giving directions 62

1 Adverbial expressions 62

2 The preposition de 62

3 Contractions de + el (del) 62

C Addresses, healthcare providers and patients 63

1 Addresses 63

2 Proper names 63

3 ¿Qué? vs ¿Cuál? 64

D Numbers 100-1000 65

E Identifying symptoms with (tener) 65

1 General condition and the verb (estar) 65

2 Symptoms and the verb (tener) 65

3 Vocabulary of physical symptoms 66

4 Vocabulary of emotional symptoms 66

F Identifying parts of the body and organs in the body 71

1 Vocabulary of the parts of the body 71

2 Vocabulary of the organs in the body 71

3 Use of the definite article with the body 71

5 Making appointments and describing weekly schedules 76

A The days of the week 77

1 Vocabulary of the days of the week 77

2 Gender and number of the days of the week 77

3 Capitalization 77

4 The demonstrative adjective 77

B Telling time 81

1 Time and the verb (ser) ¿Qué hora es? 81

2 Number (es vs son) 81

3 Before and after the time (menos and y) 82

4 Am and pm 82

5 Saying 15 minutes before or after the hour 82

6 Saying half past the hour 82

7 Clocks and watches 82

8 ¿A qué hora? 86

9 ¿Cuándo? 87

10 De la mañana / por la mañana 87

11 Adverbs of habit 87

12 Availability 87

C Talking about daily activities. The present tense of -ar verbs 88

1 Present tense of regular -ar verbs 88

2 Vocabulary. Additional regular -ar verbs 89

3 The verb "to do'" (hacer) 90

6 Completing hospital forms and requesting patient information 96

A Interrogative words. Information questions 97

1 What? ¿Qué vs Cuál/es? with the verb (ser) 97

2 Vocabulary. Interrogative questions with ¿Cuél(es)? 97

3 Written accent marks and interrogative words 97

B Identifying the date 98

1 The date ¿Cuél es la fecha de hoy? 98

2 Use and omission of the definite article with the date 98

3 The month of the year 99

4 Abbreviating dates 99

C Birthdates and birthdays 102

l Birthdates 102

2 Birthdays 102

3 The verb (celebrar) 102

D Personal patient information 104

1 Vocabulary. Personal information 104

7 Is your patient active? Talking about seasonal activities 110

A Seasonal activities 111

1 The seasons 111

(las cuatro estaciones) 111

2 Talking about favorite seasons 114

3 Vocabulary of seasonal activities 115

4 The activities and their prepositions 116

B Regular -er/-ir verbs 117

1 Expressions of frequency 118

C Stem changing verbs and verbs that change in the yo form 120

1 Conjugating stem changing verbs 120

2 Conjugating verbs that are irregular in the vo form 120

3 Vocabulary of activities with verbs (jugar), (dormir), (sentir), and (hacer) 121

8 Discussing nutrition and healthy practices with your patients 127

A Talking about preferences using the valorative verbs (disgustar) and (gustar) 128

1 The verbs (gustar) and (disgustar) to state preferences or dislikes 128

2 Subject pronouns and (gustar) verbs 128

B Healthy and unhealthy practices 131

1 Vocabulary of healthy and unhealthy practices 131

(prácticas saludables) 131

(prácticas no saludables) 132

C Going places. Maintaining healthy practices 135

1 The verb (ir) 135

2 The preposition a and the verb (ir) 136

3 The preposition para 138

9 Talking about future plans and obligations with patients 142

A The infinitive and its constructions 143

1 The infinitive's morphology 143

2 Uses of the infinitive 143

3 Infinitive constructions 143

B Future plans 143

1 Vocabulary of future time expressions 143

2 More infinitive constructions for preferences and future plans with (preferir) and (pensar) 148

C Obligations 149

1 Expressing obligation with (tener que), (hay que), (necesitar) and (deber) 149

D Places in the city 151

1 Vocabulary of places in the city 151

(los lugares en la ciudad) 151

10 Establishing a rapport with a new patient 157

A Conversation openers. The weather 158

1 ¿Qué tiempo hace hoy? Hoy hace sol. 158

2 Vocabulary of weather expressions 158

B Exclamations and icebreakers 163

1 Exclamations with verbs 163

2 Exclamations with nouns or adjectives 163

3 Exclamations with nouns and adjectives 164

C Clothing 166

1 El verbo (Llevar) 166

2 Uso y omisión de artículo indefinido con la ropa 166

3 Vocabulary of clothing 166

D Complimenting with exclamations 170

1 La ropa y la descripción 170

11 Conducting a physical examination 172

A Reflexive verbs 173

1 Reflexive pronouns 173

2 Conjugating reflexive verbs 173

3 Vocabulary of verbs used during a physical examination 173

4 Commands with favor de 174

5 More symptoms with (tener) or (sufrir de) 174

6 Pain management 179

1 Asking about pain 179

2 Talking about medication 180

C What does the doctor say? 183

1 The verb (dear) 183

2 Conjugating (tener) and (decir) 183

3 The expression decir que 184

12 Taking past medical histories 191

A Talking about the recent past 192

1 The present perfect. Haber + ado / ido 192

2 Morphology of (haber) 192

3 The regular past participle -ado / ido 192

4 Irregular forms for the past participle 193

5 Time expressions for the recent past 195

Index 203

Editorial Reviews

The Beginning Medical Spanish: Oral Proficiency and Cultural Humility book and program took me from speaking no Spanish at all to being able to converse with my patients. It covers all the necessary medical terms and then instructs the learner on the basics they need to relate to their patients in a culturally sensitive manner.

Sladjana Courson, DO, Associate Program Director for Ambulatory Medicine, Pediatric Residency, Pediatrician, Akron East Office of Akron Children’s Hospital.

Just to be able to say in Spanish, "Hello, how can I help you?" or "Do you have a cold? Do you have a fever? Do you have pain? Where does it hurt?" has assisted me in my primary care practice to communicate with the Spanish-speaking patient. I am so grateful to have had the opportunity to easily learn through role-play, cultural readings, writing, and dedicated practice.

Mary E. Ciesa, Adult Nurse Practitioner, Comprehensive Internal Medicine, Wooster, Ohio.

Beginning Medical Spanish was instrumental in helping me gain the confidence I needed to communicate with my Hispanic patients. By the end of the twelve-chapter program, I was able to conduct an entire exam and provide discharge counseling in Spanish to one of my patients, surprising both him and me!

Christine Tracy, M.D., FACC, Akron Children’s Hospital, Clinical Assistant Professor of Pediatrics, Northeast Ohio Medical University.

My contact with Spanish speakers in my role as a Medical Office Coordinator has increased in recent years. There is a great deal of satisfaction in being able to communicate with a family who finds themselves in unfamiliar surroundings. I would recommend Beginning Medical Spanish: Oral Proficiency and Cultural Humility, to anyone who is eager to build bridges with their Spanish speaking families.

Kathy Hanson, Office Coordinator, Locust Pediatric Care Group.

This program is designed for the busy health care professional who wishes to communicate more effectively with their patients who speak Spanish. This Spanish program uses interactive and experiential learning methods that appeal to the adult learner.

Maria Ramundo, MD, MSEd, Professor of Pediatrics and Emergency Medicine, Northeast Ohio Medical University, Associate Chair of Pediatrics, Academic Affairs, Akron Children’s Hospital, Pediatric Residency Director.

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