San Francisco Xavier University

Language Faculty

ESP for Pediatricians

Students: Padilla Martinez Nieves

Aramayo Montaño Claudia

Haase Galvan Ludwig

Subject: DID671

Teacher: Lic. Yvette Soux

Date: 27/10/2022
Description of the profession

What is a pediatrician?

A pediatrician is a doctor who focuses on the health of infants, children, adolescents and
young adults. Pediatric care starts at birth and lasts through a child’s 21st birthday or
longer. Pediatricians prevent, detect and manage physical, behavioral and developmental
issues that affect children. Some pediatricians work in general practice. Others specialize
in treating children with specific health conditions.

● Pediatricians have specialized training in the physical, emotional, and behavioral

needs of children.
● Pediatricians only see children, so they often have a broader experience
recognizing and treating childhood illnesses.
● If a baby was born early or has a health condition that needs close monitoring, a
pediatrician may offer more specialized care.

What does a pediatrician do?

Parents may bring their child to a pediatrician for a regular scheduled examination or as
the result of a complaint, such as injury or illness. Either way, the visit centers around a
physical examination. The pediatrician may weigh and measure the child; look into the
eyes, ears, nose, and throat; listen to the lungs and heartbeat, and ask general questions
about the child’s health. A pediatrician may check for such common growth issues, such as
joint misalignments. The pediatrician may order such additional tests as X rays or urine
samples.

Well-child checks are an important part of the pediatrician’s job. Parents often select a
pediatrician before their child’s birth, and the first time a newborn sees a pediatrician will
be in the hospital. A pediatrician may see an infant perhaps a dozen times from birth to
age 2 and several times a year from age 2 to 5.

From the age of 5 on, a pediatrician generally sees a child for annual examinations until
the patient moves on to an adult doctor. Children often see pediatricians to get
examinations required for enrollment in school or participation in sports.

The pediatrician must be versed in treating childhood injuries and illnesses. A number of
infections are more common among children than adults. Children are also prone to such
injuries as sprains and broken bones.

Pediatricians often prescribe such medicines as antibiotics and painkillers. They are also
responsible for administering regular immunizations that help prevent disease. The
pediatrician may refer the child to a specialist for more serious issues or ones requiring
highly specialized care.

Interacting with parents or other caregivers is a major part of a pediatrician’s job. Younger
patients are generally unable to comply with a course of treatment on their own, so the
pediatrician must enlist the help of parents, guardians, or other family members. The
pediatrician must be sure that caregivers are aware of the risks associated with a
particular condition or treatment. A pediatrician must also be able to answer questions
about a child’s growth and development.

Course rationale

The profile of the student for this course is determined as a doctor, a specialist in
pediatrics who does not have adequate communication with his patients due to the lack
of knowledge of English words used within his profession.

It is important that professionals in pediatrics take this course because the English
language is the official language of the highest proportion of scientific literature related to
medicine in all its disciplines, it contains up-to-date, current information and governs the
best practices of medicine worldwide.

This course is important for health organisations to understand data and research results
that are mostly in English and also to publish research and break international barriers.

In addition, learning a new language helps maintain healthy memory and escape from
cognitive disorders.

Pediatric professionals with the help of this course will be able to strengthen and improve
communication with their patients, they will also be able to stay continuously updated in
their profession.

Course Objectives

Pediatric professionals at the end of the course will be able to:

● Listen to parents’ concerns and answer their questions in English.

● Diagnose and treat illnesses, injuries and other health conditions using English
vocabulary.
● Prescribe medication using English vocabulary.
● Conduct physical exams using English vocabulary.
● Perform regular health and wellness checkups in English.

These purposes will be achieved through the use of:

Linguistic systems: Morphology, phonetics and semantics

Language skills: listening, speaking, reading and writing

Content: general medical and pediatric vocabulary and grammar level B1

Needs analysis
This report has been developed for the needs of Paediatricians. based on an analysis that
has been done for education targets, were evaluated. Based on the conclusions of the
interview that it was made. The conceptual design of the learning materials and training
courses will be designed and related with the points of view of the Paediatrician.
What we found out from the interview is that the professionals do not have too much
time to be able to take classes in their schedules, but that they are ready to make time for
classes, so we will only have classes: Mondays, Wednesdays and Fridays.
And try with the days that are available to apply this approach to learning and teaching
focused more on the skills that would be reading and writing for them, getting to use an
intermediate level of English being B1, as most of them have an intermediate level.

Situation analysis
Social factors: In this case, the social factors affect in a significant way the professional (in
this case paediatricians), since they need to communicate in Spanish and Quechua, and
not in English, being this a small barrier to be able to execute the course effectively and
efficiently, however, the professional is determined the course will take direction to the
objective of the same, which is to be able to teach them English for their area of work.
institutional factors: In this aspect, the time is available to be able to give the course to
the professionals, at the same time that we have the credibility to offer the course,
however, in the matter of whether we have the resources to promote the progress of the
course, the situation would have to be analysed well, since it may not be possible to have
the necessary resources to promote the progress of the course.
instructors’ factors: In terms of knowing if you have a qualified teaching staff, there is no
doubt about it, since they have extensive knowledge and a good development of language
skills, this leads to an excellent course for professionals.
Learner factors: Because of the interviews done, it would seem that the learners have a
predisposition to take the course, but they are not so sure that I came to serve them.
It is worth mentioning that their work may have a high workload and they cannot
constantly attend the courses.
change factors: It can be said that you are ready for this course and the changes they will
have at the level of knowledge and professional development, professionals, however,
perhaps there were some defections.

Course logistics
Duration of the course 1 semester

Classes per week 3 classes per Week

Class duration Each class will last 1 hour

Syllabus
ENTRY ASSESSMENT
This is the test to assess the level of English of the professionals, and with this we try to
make sure that the student can perform with the best possibilities in the course.
1. First Test
SAMPLE ENGLISH MENTOR TEST - MODULES 1-2
Student: ____________________________________
Mentor Classroom: ____________________________
Tutor: _______________________________________
Date:
PART ONE
Use of English and Vocabulary
Please mark in bold the option you think is the most correct. Only one is correct. You
should not mark more than one.
1. Is he James? ________
a) No, he is. c) Yes, he does.
b) Yes, he is. d) Yes, he’s.
2. I’m Miss Martin. How do you do? _______
a) How do you do? c) Excuse me.
b) Good bye. d) Good morning.
3. How are you? _________
a) I’m English. c) I’m a doctor.
b) Fine. d) Yes, I am.
4. What do you do?
a) I’m a waiter. c) How do you do?
b) Very well. Thank you d) I’m Italian.
5. Do you speak French?
a) Yes, you do. c) Yes, I speak.
b) Yes, I am. d) Yes, I do.
6. My father's sister is my______________ .
a) daughter c) uncle
b) aunt d) cousin
7. “____________ have a timetable, please?”
“Certainly, madam. Here you are.”
a) Would you b) Can you
c) Can I d) Would I
8. ‘We can go to the theatre by bus and get _______ at Colon Square.’
a) off b) out
c) down d) on
9. Where do the children go every day at 9’00?
a) They are going to school b) They go to the school
c) They go to school d) They going to school
10. Why are you doing this course?
a) It’s more cheap. b) It’s more cheaper.
c) It cheap d) It’s cheaper
11. Tom’s house is……………………than Jane’s
a) better c) gooder
b) more good d) the gooder
12. Hanna isn’t married, ________________
a) is Hanna? c) she isn’t?
b) is she? d) isn’t she?
13. A: ‘Where can I get a ____________ ?’
B: At the greengrocer’s
a) pound of strawberries c) packet of sugar
b) loaf of bread d) beef steak
14. ‘We are going to the supermarket. Tell ____________ what you need.’
a) us b) our c) we d) ours
15. ‘Margot works as a supermarket assistant. Ask ____________ what she has to do.’
a) she b) him c) her d) hers
En el siguiente diálogo, marque la respuesta que le parezca más acertada de las que se
ofrecen para cada hueco.
A: Excuse me……16………a post office near here?
B: Yes, sure. Go…….17………….. It’s in High Street.
A: And…………18………..to High Street?
B: Take the ………19…………on the right, it’s …..20……the library.
A: Thank you.
16. a) there is b) where is c) is where d) is there
17. a) along b) to c) straight ahead d) right
18. a) how I gob) how do I get c) do I get d) how I get
19. a) turning first b) turning second c) second turning d) turning
20. a) on the left b) next c) on d) opposite
SECOND PART
READING
A long journey to work
Tony Edmonds, a 36-year-old doctor, lives with his wife and three children in Newbury, a
small town in the south of England. But he works at St Thomas' Hospital, in the centre of
London more than 60 miles away.
Every day Tony leaves home at half past five, drives eight miles to his local railway station
and catches a train to London. The intercity Express to Victoria Station. From there he
walks to the hospital in Lambeth Palace Road. It takes him fifteen minutes to walk from
the station to the hospital. He arrives at half past seven. He works all day and then he gets
home at half past eight in the evening. A two-hour journey in the morning, and a bit more
in the evening. Over four hours every day to get to and from work. What a life!
Why does he do it? … Because he likes his job in London but he likes living in a small town
where his children can have a relaxing life and enjoy nature. He also likes travelling by
train. He can read, listen to music or sleep during the journey.
Are the following sentences true or false?
_T_ Newbury is not a very big town.
1. _____ Newbury is a quiet place.
2. _____ Dr. Edmonds doesn’t like living in Newbury.
3. _____ Tony Edmonds gets up at 5.30.
4. _____ Newbury railway station is near Dr. Edmonds’s house.
5. _____ He goes to work by car, train and a short walk.
6. _____ You can walk from Victoria Station to St Thomas' Hospital.
7. _____ He is more than ten hours away from home every week-day.
8. _____ He hates travelling by train.
9. _____ He wants to change his job.
10._____ He gets bored during the journey.
THIRD PART
WRITING
Choose one option
OPTION A
Complete the following dialogue.

You have just arrived in England to follow an English course at Pilgrims

Summer School. You have met someone there. Complete the following
conversation.
Philipo: Hello! I’m Philipo. What’s your name?
You: __________________ _________________?
Philipo: I’m Greek, from Athens. And you?
You: ______________________
Philipo: What are you studying? Elementary or Intermediate English?
You: ____________________ __________________?
Philipo: I’m studying Elementary English.
You: ___________________________________?
Philipo: It is from 9’00 to 13’00 from Monday to Friday How long does your
course last?
You: ____________________________________
Philipo: Are you busy now? Do you want a coffee?
You: ______________________________
Philipo: Why don’t we go to the school cafeteria?
You: ______________________________________________
 2. Objective

To promote and motivate pediatricians to improve the level of medical quality and quality
of service offered to the client, and to take advantage of professional development.

3. International Phonetic Alphabet

The International Phonetic Alphabet (IPA) is an academic standard created by the

International Phonetic Association.

IPA is a phonetic notation system that uses a set of symbols to represent each distinct
sound that exists in human spoken language. It encompasses all languages spoken on
earth.

Sound Vowels

Diphthong Vowels

IPA Symbol Word examples
ɪə Near, ear, clear, tear, beer, fear 
eə Hair, there, care, stairs, pear 
eɪ Pay, face, space, rain , case, eight 
ɔɪ Join, joy, employ, toy, coil, oyster. 
aɪ Five, my, sight, pride, kind, flight 
əʊ Home, no, don’t, stones, alone, hole 
aʊ Now, mouth, house, brown, cow, out 
ʊə Pure

Long Vowels

IPA Symbol Word examples

i: See, need, beat, team.
ɜ: Fur, nurse, heard, third, turn.
ɔ: Saw, talk, law, bored, yawn, jaw.
u: Too, few, boot, lose, gloomy, fruit, chew.
ɑ: Arm, fast, car, hard, bath.

Short Vowels

IPA Symbol Word examples

e Ten, went, intend, send, letter.
æ Hat, cat, hand, nap, flat, have.
 ʌ Cup, fun, love, money, one, London, come.
ʊ Put, look, should, cook, book, look.
ɒ Got, rob, top, watch, squat, sausage.
ə Ago, alive, again, mother.
ɪ Sit, ship

Consonants Sounds: Fricatives

IPA Symbol Word examples
f Fall, full, Friday, fish, knife. 
v Van, vest, village, view, cave. 
θ   Thin,  thought, think, Bath. 
ð      Then, there, those, brothers, others. 
z Zoo, crazy, lazy, zigzag, nose. 
ʃ She, shirt, rush, shop, cash. 
ʒ Vision, television, delusion, casual 
h How, high, help, hello. 
s So, sit, sing, song

Consonants Sounds: Plosives

IPA Symbol Word examples

p Pen, pin, cap, purpose, pause.
b Bad, bag, bubble, build, robe.
t Tea, time, train, tow, late.
d Did, door, day, drive, down, feed.
k Cat, cash, quick, cricket, sock.
g Got, girl, green, grass, flag.

Consonants Sounds: Affricates

IPA Symbol Word examples

ʈʃ Chin, choose, cheese, church, watch.
dʒ June, joy, juggle, juice, stage.

Consonants Sounds: Nasals

IPA Symbol Word examples

m Man, room, mother, mad, more.
n No, row, nobody, knew, turn.
ŋ Sing, king, thing, song, swimming.
Consonants Sounds: Approximants

IPA Symbol Word examples

r Red, road, roses, river, ring, ride.
j Yes, yellow, usual, tune, yesterday, yard.
w Wet, wall, walk, wine, world.
l and ɫ Leg, law, lots, leap, long, pill, cold, chill, melt.

Vocabulary (50 words)

1. Scale /skeɪl/ noun: Is used for accuracy measurements, to monitor the baby's
weight for medical purposes
2. Clinic Thermometer /ˈklɪnɪk θəˈmɒmɪtə(r)/ noun: This is the name given to
thermometers especially used in medicine to measure body temperature.
3. Tape measure /teɪp ˈmeʒə(r)/ noun: Neonatal and paediatric tape measure is a
head circumference measuring band for infants and young children.
4. Stethoscope /ˈsteθəskəʊp/ noun: A stethoscope, also called a stethoscope, is a
medical device used to perform auscultation, a clinical procedure that involves
listening to the internal sounds of the rib cage and abdomen for sounds that may
indicate pathology in the trunk organs.
5. Oxygen saturation device /ˈɒksɪdʒən sætʃəˈreɪʃn dɪˈvaɪs/ noun: The most common
uses or prescriptions for this device in the medical field, on an outpatient or home
basis, are in the treatment of diseases that cause low blood oxygen levels.
6. Tube feeding /tjuːb ˈfiːdɪŋ/ noun: A way of feeding a baby breast milk or formula
through a thin tube inserted through the mouth into the stomach.
7. Anemia /əˈniːmiə/ noun: A condition in which there is a shortage of red blood
cells or haemoglobin in the blood.
8. Antibiotics /ˌæntibaɪˈɒtɪk/ noun: Medicine used to treat infections.
9. Apnea /ˈæpniə/ noun: When the baby stops breathing, usually for a short period
of time.
10. Apgar /ap′gär/ noun: A criterion for assessing the condition of babies at birth.
11. Artery /ˈɑːtəri/ noun: A large blood vessel that carries oxygen to the body.
12. Bilirubin /ˌbɪlɪˈruːbɪn/ noun: A substance in the blood that results from the
breakdown of red blood cells.
13. Impetigo /ˌɪmpɪˈtaɪɡəʊ/ noun: Skin infection of bacterial origin characterised by
microscopic pus-filled blisters.
14. Bag /bæɡ/ noun: A black bag that inflates and has a small rubber mask.
15. Fever /ˈfiːvə(r)/ noun: (Also called pyrexia): Abnormal body temperature. Fever
usually indicates that there is some abnormal process in the body.
16. Open radiant heater /ˈəʊpən ˈreɪdiənt ˈhiːtə(r)/ noun: A heater over the bed that
helps keep the baby warm.
17. Oxygen hood /ˈɒksɪdʒən hʊd/ noun: A round plastic box that is placed over the
baby's head to provide oxygen and moisture.
18. Catheter /ˈkæθətə(r)/ noun: A small plastic tube that can be inserted into a tissue
or vein.
19. Umbilical Artery Catheter (UAC) /ʌmˈbɪlɪkl kɔːd ˈɑːtəri ˈkæθətə(r)/ noun: A thin
plastic tube that is placed in one of the arteries of the umbilical cord. Blood can be
drawn or fluids can be given through this tube.
20. Umbilical Vein Catheter (UVC) /ʌmˈbɪlɪkl veɪn ˈkæθətə(r)/ noun: A thin plastic
tube placed in the umbilical vein. It can be used to administer fluids and measure
blood pressure.
21. Anorexia /ˌænəˈreksiə/ noun: eating disorder characterised by low body weight,
less than 85 percent of normal weight for height and age.
22. Cyanosis /ˌsaɪəˈnəʊsɪs/ noun: Blue colour of the skin.
23. Electrode /ɪˈlektrəʊd/ noun: A round adhesive patch that is attached to the baby's
chest to count heartbeats and breaths. These electrodes are connected to a
monitor where the heart rhythm is recorded.
24. Phototherapy /ˌfəʊ.təʊˈθer.ə.pi/ noun: A treatment for jaundice, which involves
placing fluorescent lights on the baby's bed to help break down bilirubin.
25. Blood gas /blʌd ɡæs/ noun: A blood test done to assess the functioning of the
heart and lungs. It is a way to measure oxygen, carbon dioxide and acid balance in
the blood.
26. Incubator /ˈɪŋkjubeɪtə(r)/ noun: A special enclosed, temperature-controlled cot to
keep the baby in.
27. Isolette /ī′sə let′/ noun: A type of incubator.
28. Placental insufficiency /pləˈsentl ˌɪnsəˈfɪʃənsi/ noun: Decreased placental function
with a reduction in the supply of oxygen and nutrients to the fetus.
29. Meconium /mɪˈkəʊnɪəm/ noun: A dark green material found in the intestines of a
newborn baby; this is the first stool passed by the baby.
30. Neonate /ˈniːəʊneɪt/ noun: A newborn infant up to 6 weeks of age.
31. Conjunctivitis /kənˌdʒʌŋk.tɪˈvaɪ.tɪs/ noun: The branch of medicine that deals with
the study and care of the neonate.
32. Premature Birth /ˈpremətʃə(r) bɜːθ/ noun: When contractions cause the cervix
(the lower opening of the uterus) to thin and open, earlier than three weeks
before the estimated date of birth.
33. Heel prick /hiːl prɪk/ noun: A way of obtaining blood samples by pricking the
baby's heel.
34. Child care /tʃaɪld keə(r)/ noun: section dedicated to the care of newborns who
stay with their mother in a room together until the day of discharge.
35. Term or mature newborn /tɜːm ɔː(r) məˈtʃʊə(r) ˈnjuːbɔːn/ noun: a newborn born
between 37- and 42-weeks’ gestation.
36. Preterm, premature or immature newborn /ˌpriːˈtɜːm, premature ɔː(r) ˌɪmə
ˈtjʊə(r) ˈnjuːbɔːn/ noun: a newborn born before 37 weeks of gestation.
37. meningitis /ˌmenɪnˈdʒaɪtɪs/ noun: Inflammation of the membranes covering the
brain and spinal cord.
38. Ventilator /ˈventɪleɪtə(r)/ noun: A machine that delivers artificial respiration to the
baby.
39. Bag ventilation /bæɡ ˌventɪˈleɪʃn/ noun: A way of giving artificial respiration to the
baby by circulating oxygen through the lungs with a bag and mask. The mask is
placed over the baby's nose and mouth or through the endotracheal tube.
40. Vein /veɪn/ noun: blood vessel through which blood is carried from the body to
the heart.
41. Vitamins /ˈvɪtəmɪn/ noun: are accessory food substances necessary for the body
in small quantities in order to guide certain metabolic processes. Lack of them
leads to deficiency diseases. In the newborn, A, C and D are routinely used until the
sixth month.
42. Hypoglycemia /ˌhaɪpəʊɡlaɪˈsiːmiə/ noun: Blood sugar level below normal
43. Meconium Aspiration /ˌæspəˈreɪʃn/ noun: The condition in which the baby
breathes in meconium that is in the amniotic fluid.
44. Convulsion /kənˈvʌlʃn/ noun: Involuntary and instantaneous contractions resulting
in localised movements in one or more muscle groups or generalised movements
throughout the body.
45. Cystitis /sɪˈstaɪ.tɪs/ noun: Inflammation of the bladder, usually caused by a
bacterial infection.
46. Suction /ˈsʌkʃn/ noun: Mechanical removal of mucous from the nose or throat or
endotracheal tube with a plastic tube.
47. Umbilical Catheter /ʌmˈbɪlɪkl kɔːd ˈkæθətə(r)/ noun: A small plastic tube inserted
into one of the arteries of the umbilical cord.
48. Vital Signs /ˈvaɪtl saɪn/ noun: Temperature, heart rate, respiratory rate, blood
pressure.
49. Sepsis /ˈsepsɪs/ noun: Infection in the blood or other body tissues.
50. Patent Ductus Arteriosus (PDA) /ˈpætnt ˈdʌk.təs ɑː.tɪə.riˈəʊ.sɪs/ noun: A blood
vessel that allows blood to bypass the lungs. It should close shortly after birth.
 5. Lesson explained (skills writing, speaking, hearing, listening)

PRE-TASK

Step 1: Getting to know vocabulary linked to neonatology (listening & writing)

1. Neonate 6. Apnea 11. Isolette

2. Scale 7. Suction 12. Convulsion

3. Incubator 8. Stethoscope 13. Antibiotics

4. Catheter 9. Meconium 14. Cyanosis

5. Phototherapy 10. Anemia 15. Apga

Q W F Y R I N E W C E T I U N Y
A N T I B I O T I C S S E F P O
P V N E O N A T E E S W F A M Q
G G S S M C C E L U F I R P A T
A R I H W U S L A D E E J N Y V
R T S A J B E O C G H O L E D A
S I O I A A F S S T M N N A R E
A O N M R T I I O E U M O C A I
V N A E L O U T W F I W I F C F
Q D Y N Y R O E R A N O T E Y G
U P C A T H E T E R O A C T D I
R A S L P S B E T C C F U I A D
T T E P O C S O H T E T S S R E
E E S O V E N S I V M N S E B A

Step 2: Guess the meaning of the words in Spanish.

ENGLISH SPANISH

Neonate

Scale
Incubator

Catheter

Phototherapy

Apnea

Suction

Stethoscope

Meconium

Anemia

Isolette

Convulsion

Antibiotics

Cyanosis

Apgar
Step 1: Put the name in the right imagen.

1. _____________ 2. _____________ 3. _______________

4. _______________ 5. _____________ 6. ________________

7. ____________
step 2: Reorder the words.
1) VNSIITAM: 2) AIMANE: 3) RRYATE:
4) CERHETAT: 5) TORBICUNA: 5) SISPES:
5) CONUTIS: 3) ATENNEO: 6) ENIV:
7) ALITV SGNSI: 8) ORNLATVETI: 9) TTEILESO:
TASK CYCLE
Group work (4 students)
● Students have to imagine a neonatology medical consultation and have to define
their roles.
● They have to create a dialogue and use the vocabulary and structures seen
previously and mobilize words and structures learnt in the previous classes.
● Before performing, one of each group has to introduce the case.
POST-TASK
Step 1: Identify the structures used in the dialogues:
Give orders: Be careful! / take the medicine every 8 / Do not self-medicate your baby.
Use of modals: Can I speak to…? / Can I carry the baby? / You should visit a cardiologist.
6. Intermedium Test
In this phase, a mid-term exam will be taken according to the progress made with the
students.
7. Final Test
At the end of the course, the course will be taken as a whole, thus determining whether
the objective of the syllabus has been achieved.
LESSON ABOUT “WORK SAFETY”
This lesson will be about self-care and patient care.
First thing that has to be in their workplace is.
● A safe working environment
● Safe ways of working
● The safe use, handling and storage of machinery, structures and substances
● Providing and maintaining adequate facilities
● Providing any information, training, instruction or supervision necessary for safety
Second thing, what “I have to do as a worker”?
● Taking care of your own health and safety
● Be careful not to do anything that could hurt others.
 ● Follow workplace safe work safety policies and procedures.
Third thing in case of an emergency.
● Do you have an emergency plan?
● Do you have enough trained first aiders to cover unplanned staff absences?
● Does your workplace conduct emergency drills?
MATERIAL SELECTION
Once the student's level of English proficiency has been determined: dictionaries,
worksheets, audio and sometimes internet-based activities can be used, as well as
vocabulary from the professional's own place of work.
ensuring that the materials selected are modern, appropriate and authentic for the
learners.

LISTENING
10%

Listening
Other Skills

speaking
10%

Speaking
Other Skills
 writing

40%

Writing
Other Skills

readING

40%
Reading
Other Skills
APPENDICES

- Interview to a Paediatrician

1. Is English necessary for paediatrics?

2. Why do you think English is important in paediatrics?

3. What characteristics should English for paediatrics have?

4. What is a paediatrician’s working day like?

5. What technical vocabulary do you use on a daily basis?

6. Do you use any medical instruments?

7. What documentation do you handle?

- Summary of the Interviews

Some conclusions can be drawn from the interviews with practitioners, and these are:

· Some of the neonatologists are partly interested in taking a course based purely
on technical vocabulary in English in their field, but even so this will not be their
priority, as they would have nowhere to implement it when they work, as there are
usually no English speakers in their practices.

· However, even if they have these small obstacles, they are ready to learn with
the course, in order to be able to offer a quality service and a better medical service.
 - Document Information

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