Abstracts of Presentations

Mgr. Aleš Beran, Ph.D.

First Faculty of Medicine, Charles University, Institute for History of Medicine and Foreign Languages

Translation strategies in the development of national versions of clinical classifications and terminologies

The paper presents the experience of translating the International Classification of Diseases 11 (ICD-11) into Czech. It introduces the basic translation strategies. Similar ones will be applied in developing the national version of the SNOMED CT. Of the semiotic triad (though/concept – symbol – referent), the concept plays a key role here. Therefore, the translated term must be equivalent in terms of meaning, not necessarily in terms of language form. This means that in many cases it is necessary to look for a substitute form of expression corresponding to clinical practice. For this reason, interdisciplinary cooperation between translators and physicians seems to be essential. Concerning the specific language expression (symbol), this should also correspond to the language of normal clinical practice, which is a necessary condition for the future implementation of these systems as well as the acceptance by the professional community being the target reference group. In the Czech Republic, this requires a strong (but not exclusive) preference for Greek and Latin words in adapted forms to Czech. 

Philology in the service of medicine

In the first part of our lecture, we will deal with the role of the classical philologist at the faculty of medicine. We will present two concepts of this role. The philologist can act as an impartial observer who examines and describes the language used by medical professionals, and as it is, he passes it on to medical students. In the second concept, the philologist actively contributes to the cultivation of medical Latin, cooperates with medical professionals, helps them with language issues, participates in the creation of terminology, etc. In the second part of our lecture, we will focus on the issue of teaching medical Latin. Although a student enters the faculty of medicine mostly without knowledge of Latin, he is confronted with Latin right from the start, especially in anatomy. One of the problems of teaching Latin is that it does not adequately reflect the current language needs of the student. Another problem of teaching Latin is the insufficient connection between linguistic and factual knowledge. In order to solve both problems, greater cooperation between Latinists and anatomists would be desirable. As part of our contribution, we would like to present a proposal for a new concept of teaching medical Latin.

Mgr. Lucie Burešová

Mgr. Renáta Divišová
Faculty of Pharmacy in Hradec Králové, Charles University, Department of Languages

Botanical terms and medicinal plants in the teaching of Latin and English at FAF UK in Hradec Kralove

The authors will commence the paper with a reflection on the interpretation of the term "drug," analysing its original meaning and contrasting it with its current understanding in Czech, English, and Latin, both in professional circles and the public. A considerable section will be dedicated to professional botanical terms, drawing from both Latin and Greek, which forms a fundamental part of the curriculum for pharmacy graduates and is a key component of their assessment. The paper will outline the essential knowledge a modern pharmacist should possess in this area and the insights they will gain from their Latin and English studies for their future career. The authors will also discuss terms that are shared between the two languages and those that differ in pronunciation. They will showcase how this terminology is applied in practice.

Mgr. Iveta Čermáková
Third Faculty of Medicine, Charles University, Department of Languages and Medical Terminology

Medical Czech over the course of time, its specifics and trends in teaching

The paper offers a comprehensive view of the teaching of medical Czech since it began to be taught on a massive scale at Czech medical faculties, i.e. at the beginning of the 1990s onwards. In the introductory part, the author discusses the theoretical background of teaching, reflects on the specific profile of foreign medical students and analyses the possibilities leading to the primary goal of teaching, i.e. how to teach foreign students to communicate with Czech patients in hospitals. It attempts to look at the issue from a linguistic and didactic point of view. Using the preparation of a revised edition of the textbook Talking Medicine: Czech for Medical Students, the author illustrates the consideration of students' backgrounds and all the other circumstances that fundamentally affect the teaching of Czech at medical faculties. Simultaneously, the paper attempts to argue for the appropriateness of linking language teaching to the content and justifies the crucial importance of the participation of the medical professional in the preparation of a textbook of this type.

Both to teach and to create

A university teacher is required not only to teach but also to work creatively and scientifically. At the Institute of Foreign Languages, Jessenius Faculty of Medicine in Martin, the ratio of pedagogical and scientific work is fixed at 60:40%. In the last six years, a team of 7 teachers developed two manuals for improving listening comprehension and the use of videos in the teaching, English for Health Care Professionals and Effective English Language Teaching Through Videos. In 2021, we completed two projects - KEGA entitled "Academic skills in medical sciences. Handbook for doctoral students of various medical fields" and VEGA entitled "Opera medica Thurocia et Trenchiensia. Diseases and their therapy in the linguistic and medical context of the 17th century", within which one professional manual designed for the development of academic skills in doctoral students and one monograph devoted to the three-century dissertation of Martin's native Matúš Palunbini De Phthisis were created. Last year, two colleagues completed the VEGA project entitled "The Inscription Culture of Košice in the Middle Ages and Early Modern Ages", in which they focused on Latin inscriptions on sacral buildings and tombstones in Slovakia. In May this year, we completed a two-year work on the textbook "English in Nursing". which is in print now. In our contribution, we would like to share our experience in creating teaching textbooks and working on projects with other colleagues - teachers of English in the tertiary sector.

Sustaining Graeco-Latin linguistic heritage in medicine: The ICD-11 translation

This presentation delves into the translation of ICD-11 into both Slovak and Latin languages, highlighting terminological work in the 21st century. The primary focus is on the organization of the translation process, the challenges faced, and the pitfalls encountered. The translation team, composed of experienced Latin educators and translators affiliated with Comenius University in Bratislava, tackles over 70,000 diagnostic and supplementary codes. The talk highlights the collaboration between experts in applied linguistics and specialists from various medical fields, emphasizing the sustainability of a high-quality translation. The presentation also addresses the ongoing nature of this project, as the WHO maintains and updates the ICD-11 database regularly. This dynamic aspect ensures that new diagnoses are continually added and old ones revised, emphasizing the importance of a systematic and accurate translation. The effort to provide a Latin version underscores the cultural heritage of Latin in medical terminology, while the national version ensures accessibility for local healthcare providers. The anticipated publication of the Latin version online in 2024 marks a significant milestone, reflecting a global commitment to preserving linguistic heritage in modern medical practice.

PhDr. Lída Holá

Czech Step by Step

Czech Express for healthcare workers

The paper Czech Express for healthcare workers presents a textbook of Czech for specific purposes, intended for a wide range of non-native speakers who want to work in the Czech healthcare sector. The upcoming publication is intended for users without prior knowledge of the Czech language. In fourteen thematically designed lessons, it introduces them to basic vocabulary and factual knowledge in the field of healthcare. The first part includes chapters focused on introductions, addressing and orientation in the healthcare environment, a basic description of the human body and simple communication in crisis situations, at the general practitioner´s and in the pharmacy. The second part focuses on the description and explanation of the function of body systems and the basics of communication in related fields. The paper examines the didactic possibilities of this specific material, its connection with the grammar lesson plan and, more generally, the possibilities of using collocations in the teaching of Czech as a target language.

PhDr. Petr Honč, Ph.D.

Mgr. Martina Vaníková, Ph.D.
Third Faculty of Medicine, Charles University, Department of Languages and Medical Terminology

Word formation: How to interpret, teach and practise Greek-Latin composites in medical terminology

The workshop aims to reflect on how the interpretation of the composites of Greek and Latin origin, which form an essential part of medical terminology, can be grasped and by what methods and exercises the necessary competencies can be instilled in students. We believe that the textbooks used in the classroom environment have certain reserves, especially in the parts concerning word formation. Questions such as whether it is crucial to separate Latin and Greek prefixes, how to work with word bases in different places of composites, or whether to take into account grammatical or substantial medical aspects in interpretation will be discussed further. The ideal model for us now seems to be the one that combines a traditional textbook with e-learning activities (Moodle, Kahoot), as we have tried to do while creating the Essential Medical Terminology textbook. This model allows us to cover information in doses, as well as the practice and fixation of individual elements of word formation. Despite it all, the model needs to be gradually improved, and our experience with its use in teaching must also be incorporated into it. We therefore welcome joint brainstorming and sharing of examples of good practice.

Leveraging AI tools in medical English education

In the rapidly evolving landscape of medical education, AI tools offer significant opportunities to enhance language instruction. This presentation analyses the transformative potential of AI in language teaching, focusing on the practical application of specific tools. The key points of the presentation are: 1/ Personalised Learning with ChatGPT: Utilising ChatGPT for personalised learning, assistance with medical terminology, and simulating patient interactions to improve conversational skills. 2/ Interactive Content Creation with Twee: Employing Twee to create interactive and engaging language exercises. 3/ Utilising Additional AI and Online Tools: Introducing other AI and online tools that can generally benefit language teachers in improving students' skills. By integrating these AI tools, medical faculties can enhance the efficacy of language instruction and better prepare students for the communicative demands of their future medical careers.

Department of Anatomy and Centre of Endoscopic, Surgical and Clinical Anatomy (CESKA), Second Faculty of Medicine, Charles University, Department of Histology and Embryology and Centre of Scientific Information, Third Faculty of Medicine, Charles University

Anatomy and medical terminology – why do the two subjects need to work together and how can they facilitate each other?

Latin and Greek are the languages that have given rise to most of the medical terms used in many large and small national languages. In anatomy (and, to a lesser extent, in histology and embryology), Greek and Latin terminology is the essential plane of communication in many non-English-speaking countries. Czech does not even have an official Czech anatomical terminology. Understanding the various professional terms greatly facilitates their comprehension and memorisation, and therefore it is necessary to work with the terms from the very first day of anatomy teaching in the context of professional language teaching, both etymologically and phonetically (accent and length) and grammatically (genitive, plural, gender). It is also necessary to clarify the differences between language and nomenclature (praecuneus/precuneus; glandula thyreoidea; glandula thyroidea), the background of more complex structures (musculus psoas, os ilium), the formation of diminutives (glans/glandula; mus/musuclus), explain differences and similarities (sphen/cuneus; scapha/cymba/navis; os trapezium/os trapezoideum; tonsilla/amygdala) and adapt teaching to changes in nomenclature over time (astragalus/talus; perone/fibula). It is also necessary to time the content of terminology teaching with that of anatomy and related subjects so that students understand the material currently being taught in terms of language and use the same examples in both parts of the teaching. Clinical subjects then make much more use of Greek-based terminology (splen/lien) compared to anatomy and these differences should also be pointed out. Teaching anatomy and language cannot work effectively without each other, and it is essential to maintain a closer collaboration that will lead to easier teaching and a deeper understanding of the students, so that a deep knowledge of the terminology will serve them well during their studies and subsequent practice.

Veronika Kelbecheva, Ph.D.

Medical University Plovdiv, Bulgaria, Foreign Languages Section

Using brand names of drugs in medical Latin teaching materials, destinated for pharmacy students

The names of drugs could be observed as trade names, given from producers to identify their products which are on the market. These names are organic construction of composite names made of different languages, spoken and classical or abbreviations with figures and letters. When decoding the name of a medication it is easy to identify Latin or Greek roots, numerals, active chemical substances, natural products, etc. This specific linguistic part of drug naming is strongly favorable for introducing teaching methods for advanced students in medical Latin. Learners could be trained, by decoding a certain drug name, to discover medical aspects of the intended use of the medicament. The name gives information for the designation of a drug like organ, disease, condition of the body, effeteness, symptoms and many other health components, related to the professional area of the pharmacists. This paper is meant to show in which teaching practices, this knowledge is intended to be used.

Mgr. Jana Klapilová 

Mgr. Marie Lahodová Vališová
Masaryk University Language Centre, Brno

English language course for dentistry students

The workshop will introduce a newly developed English language course tailored for Dentistry students at the Faculty of Medicine, Masaryk University in Brno. It will present insights gathered during its pilot phase. Participants will actively engage in sample activities as students, focusing on practising professional terminology, common collocations, role-playing scenarios, and case study discussions. The subsequent segment will feature findings from a post-course questionnaire survey. The course participants will provide feedback on: i) their proficiency in professional English communication, ii) the course's perceived relevance for immediate academic and future professional practice, iii) its alignment with the overall curriculum, and iv) recommendations for future course innovations.

E-learning as an effective instruction tool in enhancing students´ pronunciation of English medical terms

E-learning has evolved into an important component of the educational process and has been integrated into the ESP and EAP course curricula at Pavol Jozef Šafárik University in Košice. In the present study, the e-course entitled English for medical students will be introduced. The e-course serves as the main study material suited for self-study as well as classroom use. We will describe the current state of teaching English to students of general medicine at UPJŠ and briefly explain the motivation behind and process of creating this tailor-made e-course. The main focus of this study, however, is on examining the effectiveness of e-learning in enhancing English pronunciation of medical terminology. The results were obtained from two data sets, namely the evaluation of pronunciation-related tasks, along with the analysis of students´ recordings which were collected prior to and immediately after the e-learning course completion. The results revealed overall improvement in students´ pronunciation of problematic terminology thus proving the effectiveness of e-learning in this area.

Enhancing LSP assessments: Elevating educational quality and professional preparedness

In today's global academic and professional environments, proficiency in Languages for Specific Purposes (LSP) is increasingly essential. Effective LSP assessments are designed to meet the specific linguistic needs of various fields, ensuring that teaching methodologies and learning outcomes are aligned with practical applications. By focusing on contextual language skills, these assessments prepare learners for professional challenges, thus improving employability and effectiveness. The presentation aims to demonstrate how advancing LSP assessment practices can elevate language education and better equip learners to meet the demands of a global workforce. This presentation addresses the enhancement of LSP assessment methods and their influence on the quality of educational courses. Innovative approaches to LSP assessment will be explored, with a focus on best practices for integration into academic curricula. The discussion will include how enhanced assessment methods contribute to higher quality courses and more rigorous academic standards. Insights will be provided into the impact of refined LSP assessments on educational outcomes and professional preparedness, along with strategies for implementation in educational institutions. The role of specialized certification programs such as UNIcert® and ACERT in establishing benchmarks and driving improvements in LSP education will be examined as well.

Mgr. Linda Krahula Doleží, Ph.D.

Mgr. Markéta Taussiková

PhDr. Ivana Rešková, Ph.D.
Masaryk University Language Centre, Brno

Let's listen to your heart go “thump thump” – The communication of foreign doctors with child patients in Czech

Our contribution is a follow-up to the presentation and subsequent publication of Krahula Doleží (2022). In this paper, we would like to share our work with authentic language material in the context of Markéta Taussiková´s master thesis (2024), which offers as one of its outcomes teaching materials aimed at supporting foreign medical professionals´ communication with child patients. We will point out the typical features of doctors´ communication with a pediatric patient and the challenges that the authors of teaching materials encounter if they want to grasp these specific situations and authentic language (for a similar approach to communication with adult patients, see e.g. Rešková, 2016). The aim of creating such teaching materials is to increase the well-being of both children patients and their parents, as well as foreign doctors.

PhDr. Eliška Králová, Ph.D.
Second Faculty of Medicine, Charles University, Department of Languages

Do high school graduates know the meaning of Greek and Latin word-forming components? Results of the research probe at four-year grammar schools

When high school graduates start their first year of university studies, teachers of professional subjects automatically assume that students are equipped with an adequate vocabulary and word-forming competence that will enable them to penetrate more deeply into field terminologies. But is that really the case? What knowledge of word formation in the area of ​​Greek and Latin adaptations do high school graduates actually have? And what function can the teaching of Latin in grammar schools fulfill? In my presentation, I would like to present the results of a research probe focused on the understanding of Greek and Latin word-forming components among students of four-year grammar schools in the Czech Republic.

Mgr. Lucia Lauková, Ph.D.
Faculty of Medicine, Comenius University Bratislava, Department of Foreign Languages

Innovative teaching approach in the subject Latin medical terminology

The aim of this contribution is to present an innovative academic textbook of the subject Latin Medical Terminology for medical students studying in the English program at the Faculty of Medicine, Comenius University in Bratislava. The textbook is intended for teaching the Latin Medical Terminology course, which students take in their first year of study. The textbooks used so far have not been adapted to the needs of the target group and have been written in a traditional linguistic way, which is rather suitable for philological students, but does not take into account the way of thinking, nor the real future needs of the target group. Medical and science students are largely characterised by a different way of thinking than students in the humanities or cultural studies. Years of teaching experience have shown that unnecessary philological content confuses, overloads, frustrates and thus demotivates medical students. The forthcoming textbook relies on modern and innovative approaches based on the real challenges of future doctors and is fully adapted to their way of thinking and their future needs. The textbook has undergone four semesters of testing on approximately 200 students, and now, we would like to present the results of our work with this innovative and unique material to the professional community.

Ing. Katarína Lexová, M.A.

Tetiana Kibalnikova, Ph.D.
Masaryk University Language Centre, Brno

Aligning English language courses with specialized professions: Lessons learned from development and piloting an ESP course for medical lab technicians

The presentation addresses the issue of tailoring an English language course for specific needs of medical lab technicians which would equip this group with specific language skills to effectively utilize their professional expertise in the globalized world of medical laboratories. The main objective of this presentation is sharing insights and lessons learned from the course development in the attempt to align language education with the unique needs and demands of professionals in medical laboratory settings, as well as presenting the experience gained in teaching this pilot version of the course. Additionally, the presentation will showcase examples of customized lesson materials and activities designed for the English course for medical lab technicians.

Mgr. Dita Macháčková
Medical Faculty in Plzeň, Charles University, Department of Languages

Intercultural communication in medicine and its reflection in the language training of foreign medical students

This article deals with the issue of intercultural communication in medicine and its influence on the language training of foreign medical students. In today's globalized society, intercultural competence is an important aspect of successful medical practice. The article analyzes the specific challenges posed by communication between medical personnel and patients from different cultural backgrounds, including differences in language barriers, cultural norms, and healthcare systems. It also focuses on the importance of effective language training for international medical students, which includes not only teaching professional terminology but also intercultural communication. It emphasizes the need to integrate intercultural communication into the educational programmes of medical faculties in order to better prepare foreign students for practice in the Czech medical environment and Czech future doctors for practice in a globalized world.

Mgr. Lukáš Merz, Ph.D.

Mgr. Hana Sobotková, Ph.D.
Faculty of Health Sciences, Palacký University Olomouc, Department of Humanities and Social Sciences

Teaching professional English across borders

As part of their studies at the Faculty of Health Sciences at Palacký University, students have limited opportunities to participate in short-term internships abroad. For the past three years we have offered students of radiography the opportunity to participate in the Czech-Austrian workshop Radiography English Across Borders. The project funded by AKTION Czech Republic – Austria is an example of international cooperation in English language teaching and brings together Palacký University Olomouc and the Austrian Fachhochschule Wiener Neustadt. It offers students a short-term intensive workshop focused on professional English and its use in practice. The workshop was attended by students and teachers from both countries at both institutions. In this paper, we will present practical information about the project, how it was developed, ways of funding, the content of the workshop, and also provide feedback from students from both countries. 

Mgr. Klára Modlíková
Masaryk University Language Centre, Brno

Creativity in the teaching of medical terminology

The aim of this paper is to introduce creative activities in the teaching of medical terminology and to share experiences with their preparation and application. we would like to focus on the applicability of the creative activities and on their benefits for the students of medicine, who study Latin to a limited extent, and therefore there is a limited opportunity for creativity, especially compared to languages currently in use, so this task poses specific challenges. We will share multiple activities with different levels of creativity, which can serve as an inspiration for other colleagues, whether in teaching of languages for specific purposes or languages in general.

Introducing the concept of mediation and its potential in English language classes for medical purposes

In the Common European Framework of Reference for Languages (CEFR), the concept of mediation was introduced as a fourth mode of communication alongside reception, production, and interaction. The CEFR emphasizes mediation in its action-oriented approach. Mediation involves a series of activities and strategies in which we consciously adapt the content of our speech to a specific situation, to a specific person(s), in order to make our speech understandable. Mediation is a language activity in which the learner acts as a social agent, helping to construct or convey meaning. The mediator may communicate meanings within the same language (intralinguistic mediation) or from one language to another (interlinguistic mediation). The study explores the role of mediation in language education and discusses its potential for effective teaching and learning in the context of English for Medical Purposes. This pertains to the creation of mediation activities that aim to convey precise information, note-taking, analysing text, summarizing, rephrasing, translating, interpreting, as well as devising mediation strategies that are employed to enhance clarity and facilitate comprehension. Mediation in medical English classes has the potential to enhance students' language proficiency and facilitate effective communication with patients and colleagues from diverse linguistic and cultural backgrounds.

Assoc. prof. Oana Mureșan, PhD

Iuliu Hațieganu University of Medicine
and Pharmacy, Cluj-Napoca, Romania, Department of Modern Languages

Developing digital and entrepreneurship competences in medical English classes

When preparing medical students for their future profession, all educators have an important role to play in increasing their employability. As we are currently fast heading towards a digital society, the role of ESP teachers has been extending beyond that of helping students improve foreign language skills that will be necessary in their profession, to include the development of digital literacy and entrepreneurship competences, which are considered to be essential skills in tomorrow’s world. The presentation focuses on several digital and entrepreneurship competences that could be developed in medical English classes, and includes examples of activities aimed at enhancing our students’ acquisition of such transversal skills.

Bilateral aplasia of the frontal sinus: What is still Czech and what do we actually have to teach?

The author reflects on the possibilities of developing terminological and grammatical competence of medical students. He considers international terms and the declining knowledge of Latin and Greek prefixes and Greek word bases, seeing the role of teaching medical terminology primarily in deepening knowledge of word formation. He reflects on the possibility of analyzing the students' initial prerequisite base and the appropriateness of presenting this analysis to the faculty leadership. It also considers the possibility of shifting the focus from teaching grammar to word formation. It follows the practice that is common in Western countries and is presented in the textbook Medical Terminology - A Programmed Learning Approach to the Language of Health Care by Marjorie C. Willis.

PhDr. Pavel Nečas, Ph.D.

Mgr. Klára Čebišová

MUDr. Bc. Štěpánka Pohlová Kučerová, Ph.D.

PharmDr. Tereza Hendrychová, Ph.D.
Medical Faculty in Hradec Králové, Charles University, Department of Languges

Fatal confusion of medicinal products based on ignorance of Latin terminology - a historical case study

The workshop describes one historical case where a nurse confused medicines and caused the death of a patient. Specifically, it was the substitution of a laxative for sodium nitrite, which was also used in health care. It presents an opinion prepared by the Institute of Forensic Medicine at the Faculty of Medicine in Hradec Králové for law enforcement authorities, which discusses the terminological competence of paramedical staff and the issue of Latin paronym (faux amis), where the confusion of medicines was based, among other things, on the similarity of their Latin names, which the nurse did not know. The question of the terminological competence of paramedical staff and the extent to which they should be proficient in Latin chemical terminology is discussed.

PhDr. Pavel Nečas, Ph.D.

Mgr. Eva Schánělová

PharmDr. Eliška Kolmanová, Ph.D.
Medical Faculty in Hradec Králové, Charles University, Department of Languges

Latin prescription after the establishment of the Central Repository of Electronic Prescriptions

The workshop deals with the current form of Latin prescription, i.e. the situation after the establishment of the Central Repository of Electronic Prescriptions, and after the change brought about by Decree of the Ministry of Health No. 329/2019 Coll., on prescribing medicinal products in the provision of health services. We present the necessary minimum that should be required of students of general and dental medicine. In addition, the IPLP prescription program of the Czech Pharmaceutical Chamber will be presented, which was created in response to the long-standing shortages of HVLP and which offers alternatives to HVLP in an accessible way - and thus confirms the necessity of teaching Latin prescription for both HVLP and IPLP. The IPLP recipe book will also be introduced as a suitable tool for practicing Latin prescription.

Czech from A to C, how to train productive speaking and writing skills and how to assess their level according to Common European Framework of Reference (CEFR)

As part of its portfolio of activities related to language testing, the Institute of Language and Preparatory Studies is also developing support for test preparers and teachers. One such support is a set of digital tools and exercises to practise and support the development of productive language skills, developed by the NPO project. The aim of our efforts is not only to help individual candidates and students, but also to cultivate and educate the whole environment of language teaching and testing by showing examples of what production looks like at a given language level, so that not only professionals but also the wider public (e.g. civil servants, employers, etc.) have a basis for their communication with non-native speakers. In this paper we introduce the main components of these tools, give an overview of their use and present an adaptive online assessment test to guide language proficiency diagnosis.

PhDr. Ivana Rešková, Ph.D.

Mgr. Eva Kozáková
Masaryk University Language Centre, Brno

Ethical behavior of students during university exams (Cheating and testing)

The contribution is based on the long-term experience of teachers of Czech as a foreign language at the MU Faculty Medicine. We encounter various forms of unethical behavior on the part of students during the semester and during final exams. Students try to circumvent the set rules in various creative ways during both written and oral examinations. Teachers are constantly looking for methods to prevent similar practices. In our contribution, we want to share both our experience with fighting resourceful cheaters and the tools used to eliminate this unacceptable behavior. The norms and rules at MU which explicitly deal with cheating will be mentioned. The authors also describe the examples of unethical behavior in other universities and share interesting results of their research in this area with the audience.

Mgr. Vlastislav Ryšavý
Third Faculty of Medicine, Charles University, Department of Languages and Medical Terminology

Why do it the dull way? Active learning and a hands-on approach to teaching professional English at the Third Faculty of Medicine of Charles University

The teaching of professional English terminology for students of the General Medicine and Physical Therapy programmes at the Third Faculty of Medicine of Charles University has undergone a significant transformation in the last two years, the aim of which is primarily to strengthen and improve students' communication skills when taking medical histories from English-speaking patients. However, the overall concept of teaching based on the interpretation of Czech case studies (i.e. translation into English) and the subsequent practice of history taking in pairs or small groups are deliberately interspersed with other activities necessary for the acquisition of critical linguistic competencies (e.g. specific e-learning exercises for the review of vocabulary and necessary grammatical phenomena, presentations on a professional medical topic followed by discussion, etc.). Using proven examples from classroom materials, we will attempt to demonstrate that well-chosen and varied activities linked to the concepts of active and cooperative learning and the so-called "hands-on approach" contribute to consolidating the necessary knowledge and increasing learners' motivation to acquire often completely unfamiliar English terminology and lay vocabulary across different levels of English language proficiency. The work of the students with detailed feedback from the teacher is also crucial so that they can reflect on their mistakes and take them as learning opportunities.

The importance and methodology of an Italian course for medical students

As Italy is one of the leading countries in medical research and medical technology development, knowledge of Italian is crucial for medics who want to participate in international research. The new Italian course available at the Centre for Foreign Language Teaching at the Faculty of Medicine in Olomouc is an important tool for the professional development of doctors and medical staff preparing for internships in Italian-speaking countries. This course provides students with the opportunity to learn the basics of the Italian language, but also helps to gain a deeper understanding of Italian culture, which greatly assists in interacting with patients and colleagues in the work environment. This paper discusses the importance, but also the methodology of this course, an effective and interactive learning experience with an emphasis on professional terminology and communication in a medical setting. The course curriculum is designed with the needs and specificities of medical students in mind, and therefore seeks to bridge the linguistic and professional aspects of teaching.

Teaching of Latin medical terminology in the interdisciplinary study program Biomedical Physics

The aim of the contribution is to present the first university textbook of Latin medical terminology for students of the study field of biomedical physics. The content of the textbook in connection with the practice and future professional application of students reflects the needs of an interdisciplinary field guaranteeing higher education at the interface of natural science and medical knowledge, namely physics, mathematics, computer science, medicine, biology, and chemistry. We will focus on the specifics of teaching the non-medical study field of biomedical physics, the real requirements for teaching terminology in this field, and the knowledge and skills that students can acquire within the subject.

PhDr. Barbora Štindlová, Ph.D.

PhDr. Dana Hůlková Nývltová
Institute of Language and Preparatory Studies, Charles University

How can we teach and explain the language system in the classroom?

What if students need to use very complex structures but don't have enough language proficiency? How do we get the most out of the minimum we have? How many paths can we take? And which one to choose? Can they be combined? Which one to start with and which one to continue with? How to formulate a rule? Is grammatical knowledge essential? These are exciting pedagogical questions. In our seminar, we will focus on different ways of explaining grammatical phenomena, with an emphasis on grammatical parcellation and on building linguistic competence in the context of language functions. We will focus on options that provide good mastery of basic linguistic phenomena and training in the intuitive and functional use of language in communication. We will consider the extent to which language needs to be built as a system, so that the building blocks help rather than hinder the way.

Mgr. Libor Švanda, Ph.D.
Masaryk University Language Centre, Brno

Medical terminology in context: how interesting facts from the history of medicine enhance teaching

The history of medicine, like some other disciplines belonging to the so-called medical humanities, has only a limited space in the curricula of medical faculties. Yet it is generally accepted that medical humanities have a significant influence on the later ability of doctors to reflect on their own work, to understand arguments outside their own field, to understand the attitudes of patients and to make decisions in accordance with medical ethics. The paper presents the experience of using brief historical excursions as a supplementary didactic tool in the Basic Medical Terminology classes at the Masaryk University, Faculty of Medicine. The aim is to offer more interesting and varied teaching content, which will both facilitate the students' acquisition of selected medical terms and provide them with the opportunity to learn bits of historical context within the field they have chosen to study.

Communicative language teaching at a medical faculty? Why not?

Is the communicative approach to language teaching applicable at universities as well? Is this method systematic enough and sophisticated enough for students who are (mostly) not children anymore and whose level of English is very often B2 or higher? This conference paper is going to give you some insight into the history of the communicative language teaching (CLT) and its main principles, point out its advantages as well as objections raised by the supporters of the grammar translation method (GTM). The aim of the practical part of the paper is to demonstrate how the principles of the communicative approach can be utilized in teaching English at a medical faculty, using a variety of interactive activities.

Mgr. Dagmar Vrběcká, Ph.D.

Mgr. Zuzana Jurenková Bajerová
Medical Faculty in Hradec Králové, Charles University, Department of Languges

Activating students – a system of elective tasks

This presentation deals with activating teaching methods implemented in the subjects of Czech for Medical Purposes and English for Medical Purposes at the Faculty of Medicine in Hradec Králové. Mostly it focuses on various strategies how to activate the students outside the classrooms. Activating students is in line with the goals of modern teaching, which is to support the development of critical thinking, assisting the students in their quest for knowledge, to then give them the tools to process and evaluate it. At the same time, it supports creativity and shifts the responsibility for learning from the teacher to the student. The authors will present the system of compulsory and elective tasks implemented in as well as outside the classes. These include interviews, posters, video presentations and participation in other activities. The authors will offer specific examples of individual tasks, the evaluation system, as well as the influence the individual tasks had on connecting the Czech and English study programs.

Mgr. Zdeněk Zárybnický

MUC. Adam Kakrda
Second Faculty of Medicine, Charles University, Department of Languages

Medical report from the viewpoint of a linguist and medical staff

Reading medical documentation with understanding is undoubtedly one of the competencies that a graduate of any medical school program should possess. It is, of course, a complex skill that requires knowledge from the fields of medicine and linguistics, while the emphases of linguists and general practitioners tend to be very different. In the joint contribution of a teacher-linguist and a student-health professional, we demonstrate a different interpretation of specific ambulance reports. We will focus on the repetitive structure of messages and the issue of abbreviations. Finally, we will present the concept of supplementing the teaching of medical terminology with the reading of medical reports, which we have been applying at the 2nd Faculty of Medicine of Charles University for several years.

Teaching Greek-Latin terminology in the context of the 1st year medical curriculum at the First Faculty of Medicine, Charles University

This practically oriented paper (a case study of its kind) will present the author's teaching schedule of the Basic medical terminology course at the 1st Faculty of Medicine. The schedule tries to find appropriate teaching methods while respecting the objectives and key outcomes of this subject, but at the same time moves within a framework strongly defined by anatomical practices and dissection tests, which make the use of such methods and the achievement of these objectives in the 1st year difficult. The modus vivendi between Greek-Latin terminology and the curriculum thus presented, that has been tested and refined repeatedly over the past three years, does not aspire to be the only but a reasonably possible way of dealing with the pitfalls faced by both the student and the teacher of medical terminology during the academic year.