Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 27 (1) Volume 27, Issue 1, Winter 2007 J Contin Educ Health Prof 2007; 27(1):36 ORIGINAL RESEARCH Assessment of English-Language Proficiency for General Practitioner Registrars Anna Chur-Hansen Taryn Elizabeth Elliott Nigel Charles Klein Cate Adele Howell A b s t r a c t Introduction: English-language proficiency of medical practitioners is an issue attracting increasing attention in medical education. To best provide language education support, it is essential that learning needs are assessed and that useful feedback and advice are provided. We report the outcomes of a language assessment that was embedded within the context of a comprehensive general practice learning-needs analysis. Methods: A group of general practitioner registrars (N = 18) training in Adelaide, South Australia, participated in the learning-needs analysis. The analysis used reliable, validated rating scales that provided information on both verbal and written language skills. These scales were used in the context of an objective structured clinical interview. The interviews were videotaped to enable multiple ratings per candidate. Following the learning-needs analysis, ratings were collated and fed back individually to participants according to a feedback report and template. Results: Of this sample, 5 (28%) were found to have no need for any assistance with either spoken or written language, 5 had poor handwriting, 5 were considered to have minor difficulties, and 3 (17%) were identified as having substantial spoken and written English-language difficulties. These outcomes allowed medical educators to focus the language education support offered to the general practitioner registrars appropriately. Conclusions: Language skills can be usefully assessed within a more comprehensive learning-needs analysis. In combination with this assessment, the provision of specific feedback and recommendations for appropriate language-learning opportunities is essential. Lessons for Practice In Australia - and in other English-speaking countries - some postgraduate medicine trainees have English-language difficulties that may hamper their professional practice. Trainees can be assessed for English-language difficulties using valid and reliable instruments applied in a clinical context. Trainees identified as experiencing difficulties with language can be offered interventions targeted at specific areas, based on the results of testing. Assessment of English-language proficiency for clinical interactions can be completed without the need for specialist English-language tutors, within a realistic setting, requiring a short time frame and minimal expense. Key Words: english-language proficiency, training, general practitioner, trainee
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