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Spanish for Dental Professions

Spanish for Dental Professions. Katya M Hall Pacific University College of Health Professions mong8906@pacificu.edu. New Course - Considerations. Have/acquire the proper background Perform a needs analysis Consider the learner at every stage Evaluate, adapt and/or create material

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Spanish for Dental Professions

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  1. Spanish for Dental Professions Katya M Hall Pacific University College of Health Professions mong8906@pacificu.edu

  2. New Course - Considerations • Have/acquire the proper background • Perform a needs analysis • Consider the learner at every stage • Evaluate, adapt and/or create material • Request feedback

  3. Needs Analysis • Students’ lang. & comm. needs -> curriculum • Interviews • Sponsors • Program Director • Clinic Coordinator and Faculty • Prospective Learners • Observations • Tour clinic • Observe daily routines • Check for use of interpreters • Note any social language students might need • Lang. Assessments

  4. Director - Requirements • 30 students – two groups • 12 weeks - 2 hours a week with each group • Dental Health tailored curriculum • Importance of Spanish within healthcare • Diversity of the Hispanic population • Cultural aspects inclusion • Interpreters’ role

  5. Clinic coordinator / Faculty - Requests • Order of Patient Care (OPC) to: • Confirm appointments on the phone • Greet patient by name • Complete medical and dental histories • Inform patients about their vital signs • Give instructions to perform x-rays & assessments • Discuss findings from assessments with patients (consent form signature) • Tell the patient what procedures they will need to take • Say farewell to the patient

  6. Student - Needs • Dental terminology • Social language • Cultural insights

  7. The Syllabus • Interactive/dynamic = practical • Need to be willing to change • General statement of objective • The course will develop the skills needed to understand and communicate in Spanish at a beginner levelwithin the dental health care environment… • Unit specific objectives-OPC based

  8. Assessments • Mid-term written and oral exams (interview with the instructor) • Final written and oral exam(interview with the instructor) • Vocabulary pop-quizzes

  9. Authentic Material - Picture of clinic

  10. Authentic Material II - Printed Material

  11. Commercially Developed Material

  12. Student Developed Material - Role-play • DHS: Soy la higinista dental que voy a trabajar con usted hoy. Siéntese, por favor. • P: Gracias… • DHS: ¿Se lava los dientes? • P: Sí, me lavo los dientes. • DHS: ¿Cuántas veces al día se cepilla los dientes? • P: Me cepillo los dientes dos veces por día.

  13. Teaching • Theme: Dental Findings • Objective: SWAT communicate findings to the patient • Content: findings – terminology and structures • Material: dental pathology model, handouts, projector, board • Activity: • Present new material with dental pathology model. • Write phrases on the board. • Pronounce the new vocabulary: caries – cariado • Ask students to repeat after you. • Write examples on the board to explain grammar: • estar + adjective : El diente está cariado. • TENER (to have) + noun : Tiene caries. • Provide an illustration for students to name the findings. • Role-play

  14. Evaluation • Course Evaluations by students • Midterm – Feedback • What are some features of the course that you think are working pretty well? • What are some possible changes or additions you would like to see incorporated into the course from this point forward? • Final Instructor and Course DHS evaluations • Course assessment summary and action plan • Strengths • Weaknesses • Future Plans • Start • Stop • continue

  15. Successes • Students can go over the OPC in Span. • Less use of interpreters • Students perform dental education in Span. • Syllabus flexible enough to accommodate students’ needs • Cultural awareness: patient loyalty • A plus when students applied for jobs

  16. Challenges • Variety of language competence levels among the students • Students do not see the importance of the class until they go into the clinic • First clinic experiences and Dental Spanish classes run simultaneously • Material development – time consuming • Cultural component – Hispanic representative of the population of the area ideal

  17. Next Steps • One year of college Spanish will be required from students • A review Medical Spanish class will be offered in the Fall • Dental Health Education activity will be their final oral examination. • Continue assessing and adapting in accordance to students’ needs • Hybrid environment: incorporate technology to the traditional classroom environment

  18. Questions

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