English for Pharmacy Writing and Oral Communication Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page i Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page ii English for Pharmacy Writing and Oral Communication Miriam Díaz-Gilbert Assistant Director, Writing Center Lecturer of English, Humanities Department University of Sciences in Philadelphia Philadelphia, PA Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page iii Acquisitions Editor: John Goucher Managing Editor: Andrea M. Klingler Marketing Manager: Christen D. Murphy Creative Director: Doug Smock Compositor: International Typesetting and Composition Copyright © 2009 Lippincott Williams & Wilkins, a Wolters Kluwer business. 351 West Camden Street 530 Walnut Street Baltimore, MD 21201 Philadelphia, PA 19106 Printed in the United States of America. All rights reserved. This book is protected by copyright. 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Lippincott Williams & Wilkins customer service representatives are available from 8:30 am to 6:00 pm, EST. Diaz_FM_i-xviii.qxd 6/12/08 4:28 PM Page iv I dedicate this book to all of the pharmacy students, pharmacy technicians, and practicing pharmacists I have had the great pleasure of teaching and learning from, and to the future pharmacy professionals I will teach. They are the true inspiration for my writing this much-needed book. May they learn from it in good health. I also dedicate this book to my loving family for their everlasting support and love—my husband Jonathan, my daughter Jonna, and my son Sebastian. I love you! Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page v Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page vi Preface English for Pharmacy Writing and Oral Communication is a language skills textbook that incorporates pharmacy and medical language and knowledge. The textbook is intended for pharmacy students, pharmacy technicians, and practicing pharmacists whose first or best language is not English. The book integrates vocabulary, pronunciation, listening, reading, and writing skills, along with idiomatic lan- guage. English for Pharmacy Writing and Oral Communication has been written with the following goals in mind: (i) to serve the English language needs of students and professionals studying and practicing pharmacy; (ii) to assist pharmacy faculty, who teach pharmacy, and pharmacy technician students, whose first or best language is not English, with their pharmacy language learning needs; (iii) to help pharmacy students, pharmacy technicians, and practicing pharmacists develop and gain communica- tion confidence; and (iv) to help those for whom English is not their first or best language to master a solid foundation of pharmacy-related language dedicated to patient communication and care. Organizational Philosophy Effective and acceptable writing and oral communication skills are essential to success. In pharmacy, lack of good communication skills can lead to misspellings of words and drug names, medication errors, and much more. For pharmacy students, pharmacy technicians, and practicing pharmacists whose first or best language is not English, assessing patients, counseling patients, and documenting subjective infor- mation from patients who sometimes use idiomatic expressions can be challenging. Assessing, counsel- ing, and documenting require a good command of spoken and written language and acceptable pronunciation and listening comprehension skills, as well as a solid knowledge of pharmacy-related language dedicated to patient communication and care. English for Pharmacy Writing and Oral Communication is written with the learner in mind. The language and learning activities are presented in a straightforward, meaningful, purposeful, and engag- ing manner. The textbook and accompanying audio files found on thePoint (thePoint.lww.com/diaz- gilbert) will help prepare students to enter their pharmacy education and the profession with the communication skills, knowledge, and confidence essential to function effectively in the pharmacy health care setting. Chapter Organization The design of each chapter provides students opportunities to acquire new medical and pharmacy- related language, to practice and reinforce new skills in an interactive and engaging manner, to retain these new language skills and knowledge, and to then reinforce them in subsequent chapters. Each chapter is dedicated to a body system and contains meaningful and purposeful medical and pharmacy- related language related to that body system. Chapters 1 through 12 are organized similarly. Each chapter begins with a Pre-Assessment sec- tion containing true/false and multiple choice questions to gauge the student’s existing knowledge of language related to that body system, medical conditions, and general medical and pharmacy- related language. The Post-Assessment section at the end of each chapter contains true/false and multiple choice questions and listening comprehension dialogues followed by multiple choice ques- tions to gauge the learner’s thorough understanding of the chapter’s content and his or her listening comprehension skills. vii Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page vii viii Preface The first half of each chapter is devoted to the following written language skills and exercises: Medical Vocabulary—In this section, students are presented with medical vocabulary related to the chapter body system. Parts of Speech—In this section, students will learn, develop, enhance, and demonstrate their knowledge of the English parts of speech and word forms using sentences related to the chapter body system. Typical Medical Conditions and Patient Complaints—In this section, students will learn, develop, enhance, and demonstrate their knowledge of the English parts of speech and word forms using sen- tences related to typical medical conditions and patient complaints related to the chapter body system. Medical Vocabulary Comprehension—In this section, students will demonstrate their under- standing and comprehension of the content presented in the Parts of Speech and Word Forms sec- tion and in the Typical Medical Conditions and Patient Complaints section by answering true/false multiple choice questions. Writing Exercise—In this section, students will demonstrate their comprehension and their abil- ity to write about designated medical conditions and diseases presented in the chapter. These sections will help students to learn, read, recognize, and retain language found in written med- ical and pharmacy-related language in the context of the body system, medical conditions, and patient complaints. The student will also practice his or her reading comprehension, writing, and spelling skills by completing the various exercises. The second half of each chapter is devoted to the following aural, oral, and pronunciation skills and exercises: Listening and Pronunciation—In this section, students will listen to the audio files found on the- Point (thePoint.lww.com/diaz-gilbert) for correct pronunciation of the medical vocabulary pre- sented in the Medical Vocabulary section and will practice the pronunciation of the provided terms. Listening/Spelling—In this section, students will listen to dictated sentences in the audio files found on thePoint (thePoint.lww.com/diaz-gilbert) related to the chapter, and then write down what they hear. Students will integrate their listening and writing skills and practice and demon- strate their ability to write what they hear. Pharmacist/Patient Dialogues—In this section, students will listen to authentic dialogues in the audio files found on thePoint (thePoint.lww.com/diaz-gilbert) typically found during pharmacist/ patient communication in a pharmacy and other pharmacy-related health care settings. The dia- logues integrate the content from the chapter with authentic patient medical conditions and dis- orders, prescriptions, side effects, and general patient counseling. Students will practice listening to authentic spoken communication between a pharmacist and patients and then demonstrate their comprehension skills by answering a series of multiple choice questions. Idiomatic Expressions—In this section, students will learn idioms that contain body parts vocab- ulary. They will learn the meaning of the idioms and listen to mini-dialogues in the audio files found on thePoint (thePoint.lww.com/diaz-gilbert) that contain the idiom. The students will then demonstrate their comprehension through a short multiple choice exercise. These activities will help students to learn, recognize, aurally and orally comprehend, write, and pro- nounce language commonly encountered in pharmacy and medical settings and in pharmacist/patient communication. Each chapter also contains a sidebar of English sounds that are difficult for speakers of other languages to pronounce. Chapter 13 consists of a Pre-Assessment section containing true/false and multiple choice ques- tions that gauge the student’s knowledge of pharmacy documentation vocabulary, medical and phar- macy abbreviations, and pharmacy documentation forms. The Post-Assessment section contains true/false and multiple choice questions to gauge the learner’s comprehension of that chapter’s con- tent. The chapter is devoted to the following written pharmacy documentation skills and exercises: Pharmacy Documentation Vocabulary—In this section, students are presented with key vocab- ulary related to written pharmacy documentation. Diaz_FM_i-xviii.qxd 6/11/08 9:58 AM Page viii [...]... documentation and abbreviations, and to successfully complete a SOAP note and the Patient History and Physical Database Students will practice and enhance their written pharmacy documentation skills Using the Textbook and the Website English for Pharmacy Writing and Oral Communication and the accompanying website have been designed to meet, develop, and enhance the English language needs of pharmacy students and. .. language is not English It can be used as a supplement in a pharmacy communication class, as a textbook in ESL classes composed of pharmacy technician students and pharmacy students, and as a self-taught textbook for practicing pharmacy technicians and practicing pharmacists who cannot be in a classroom setting but who are able to use the textbook and website at their own pace and in the comfort of their... speaks English Diaz_CH01_001-024.qxd 6/6/08 10:25 AM Page 12 12 ENGLISH FOR PHARMACY WRITING AND ORAL COMMUNICATION English Sounds That Are Difficult for Speakers of Other Languages to Pronounce Spanish In Spanish, there is no English “v” sound, but the “v” consonant in Spanish is pronounced like the English “b.” The vowel “i” is pronounced like a long “e.” Pay careful attention to the “v” sound in English. .. understanding of vocabulary words in pharmacy is very important for communication with professors, fellow students, patients, and coworkers Knowledge and understanding of vocabulary leads to successful communication and success as a pharmacy student, as a pharmacy technician, and as a practicing pharmacist You may already know many of the vocabulary words in this chapter, but for words that are unfamiliar,... the success of my book And to Rasika Mathur, for assisting me with “marathon” proofing Finally, I want to thank my student staff and tutoring staff in the writing center for their support, for being excited for me, for putting up with my kookiness, and for patiently listening to my dialogue ideas They are Jenny, Melanie, Gayana, Sneha, Alice, Tonia, Jamie, Judi, Norma, Michelle, and Mary Ellen xi Diaz_FM_i-xviii.qxd... comprehension of written pharmacy documentation and abbreviations presented in the chapter by answering multiple choice and true/false questions Pharmacy Documentation and Standardized Patient Forms—In this section, students will be introduced to the SOAP note and the Patient History and Physical Database models of patient pharmacy documentation Students will be introduced to a patient scenario and will practice... thePoint.lww.com/diaz-gilbert For Instructors and Students English for Pharmacy Writing and Oral Communication contains several appendices to further aid learning The online Answer Key provides the answers to the exercises in each chapter (available at thePoint.lww.com/diaz-gilbert) Students and instructors can quickly check answers as soon as they complete an exercise and monitor their progress Appendix... 6/11/08 9:58 AM Page ix Preface ix Pharmacy Documentation Vocabulary and Abbreviations—In this section, students are presented with abbreviations related to medical and pharmacy documentation The students will practice and demonstrate their ability to recognize pharmacy documentation language and abbreviations through fill-in-the-blank and multiple choice exercises Pharmacy and Medical Abbreviations Exercises—In... alopecia coarse dandruff dry Nail Vocabulary black nail black toe brittle clubbing PA RTS O F S PE E C H A good understanding of parts of speech, such as verbs, nouns, adjectives, and adverbs, is important for successful communication when speaking or writing It is equally important to know the various forms of words and to use them appropriately Word Forms The table below lists the main forms of some... appropriately Word Forms The table below lists the main forms of some terms that you will likely encounter in pharmacy practice Review the table and then do the exercises that follow to assess your understanding Diaz_CH01_001-024.qxd 6/6/08 10:25 AM Page 4 4 ENGLISH FOR PHARMACY WRITING AND ORAL COMMUNICATION Noun (n) Infinitive/Verb (v) —Past Tense Adjective (adj) a blister to blister; blistered blistery