Navigating the Healthcare System

In this lesson, students will learn how to navigate healthcare conversations. This will be accomplished by three main stages of the lesson. The first activity will be a listening activity in which students hear a typical conversation had at a doctor's office.  Next, students will participate in a roleplay activity and finally be assigned a take-away assignment. 

The following materials are needed: 

• Slides: Appendix A

• Roleplay Identity Cards (one per student): Appendix B

• Language Support Sheet (one per student): Appendix C

• Vocabulary Handout (one per student): Appendix D

Introduction:

• Introduce the topic of the day: Navigating the Healthcare System 

• On slide 2, introduce the objectives  

• Next on slide 3, introduce the class Agenda

• Distribute Unit 2 vocabulary list (Appendix D) to each S for support throughout the lesson.

Listening Activity:

Before Listening:

• On slide 5, explain what one talks about with the doctor and what the doctor offers to the patient

• On slide 6, begin discussing the topics that are discussed at a doctor’s office 

• On slide 8 begin discussing the symptoms one would bring to a doctor’s office. Ex: Morning Sickness, Intense Cramps, & Irregular Period 

• On slide 12 begin discussing treatments a doctor can offer: Prenatal Vitamins, Ultrasound, & Blood Test 

• On slide 16 begin discussing the different types of doctors that will connect to the role play activity (slides 17-21)

During Listening:

• On slide 22 begin the during listening instructions 

• Introduce to the Ss that they will listen to a video that shows a brief encounter with a doctor and a patient 

• Tell the Ss to listen to the main ideas, write down any questions they have about the content, and then be prepared to participate in the class discussion with the questions on slide 22 

• Ensure the Ss understand the instructions with the CCQs on slide 23 

• Play the video on slide 24 (0:00-0:48)

After Listening:

• On slide 25, conduct the class discussion with several volunteers to share their thoughts

Speaking Activity:

• Introduce the activity on slide 27 (*Stress to students: please remember that the information given in this roleplay is for learning purposes only. It’s not actual medical advice, so students should always check with a doctor for real medical guidance.)

• Begin introductions for Roleplay Round 1 on slide 28 

• Ss will either be a Patient or a Receptionist (see and explain what each role card will look like for each role on slide 29 and 30 (Appendix B)). The teacher can assign roles with a draw of a hat or a simple assignment by the teacher.  Ensure that receptionist identity cards are attached to doctor identity cards from the same clinic for ease of transition to part two of the roleplay rounds.

• Explain what a patient is and also that they will have a list of symptoms that they need to speak to a receptionist and doctor about 

• Then on slide 30 explain what a receptionist is and explain that they will have a list of symptoms that can be treated at their clinic. They will want to find a patient with the same symptoms.

• Ss will then hear an example conversation by the teacher(s) (see slides 32 and 33). 

•  Share this information about the identity cards (Appendix B): You will receive an identity card about your role. Do NOT show anyone your card.  In Part 1, you must find your Receptionist/Patient match by talking about symptoms only. Receptionists will also receive a Doctor card.  Save it for Part 2! 

• Ss will also be given a language support sheet to help guide Ss through conversations.

• The first round will go as follows: Ss will have to walk around the room to find their partner. Patients must find a receptionist that matches their list of symptoms. It is very important that Ss do not show anyone their identity. Also, Ss should use the language support sheet to have a conversation about symptoms and clinics. If a S is a receptionist, they should partner with a patient who has the same symptom list as them. If the receptionist talks to a patient with different symptoms, they should tell them to find a different clinic.

• Once a pair has found their correct partners, they should sit down together.

• Read through the CCQs on page 37

• Ss will have five minutes to roleplay for part 1, at the end of which they will sit down with the partner that they found

• After five minutes is over, instructions for part 2 will begin. Begin on slide 39 by explaining what a doctor is and that in this activity,  Ss will have a list of treatments that they can suggest to patients to help their symptoms 

• Read aloud an example conversation on slide 40-41, with Ss and T taking turns

• Part 2 will be a conversation between patient and doctor. This will take place with the same pairs, but the receptionist will switch to the doctor role. If Ss had a patient card, they will remain a patient. If a S had a receptionist card, they will now change to the doctor card. The conversation will be similar to the receptionist conversation, but the doctor will offer treatments. Ss should be instructed to discuss:

  • What symptoms the patient has.

  • What treatments the doctor can give.

• Ensure understanding with CCQs on slide 47

• Begin part 2, start timer on slide 48 (5 minutes) 

• After 5 minutes is up, Ss will get new identity cards for Round 2. Round 2 will function identically to Round 1, with Ss taking on the identity that they did not get to roleplay in the first round. For example, patients will become receptionists and doctors. Receptionists/doctors will become patients

• Round 2 will take 10 minutes total (see timers in slides)

• If more than 10 minutes remains of the total class time, additional rounds may be conducted in an identical fashion

Assignment/Closing:

• Ss will complete a short assignment to reflect on their own needs in the healthcare system

• Ss will be asked to consider the questions on the slide

• After class, Ss will record their spoken responses at home and submit it via an online classroom

• Ask the Ss on the next slide if there are any thoughts or questions about this unit. Direct them towards resources on the internet to help them and explore the CIWA website to learn more.