English for Medicine II

LI101002 Med
Khon Kaen University Language Institute
2nd Edition

Written by
Pat Wongvanakit
 ALZHEIMER’ S
Watch this TED talk by Lisa Genova, Neuroscientist, novelist

Alzheimer's doesn't have to be your brain's destiny, says neuroscientist and author of "Still Alice,"
Lisa Genova. She shares the latest science investigating the disease -- and some promising research
on what each of us can do to build an Alzheimer's-resistant brain.

This talk was presented at an official TED conference, and was featured by the editors on the home
page.

Link => https://www.ted.com/talks/lisa_genova_what_you_can_do_to_prevent_alzheimer_s

Transcript

How many people here would like to live to be at least 80 years old? Yeah. I think we all have this hopeful
expectation of living into old age. Let's project out into the future, to your future "you's," and let's imagine
that we're all 85. Now, everyone look at two people. One of you probably has Alzheimer's disease.

Alright, alright. And maybe you're thinking, "Well, it won't be me." Then, OK. You are a caregiver. So –

so in some way, this terrifying disease is likely to affect us all.

Part of the fear around Alzheimer's stems from the sense that there's nothing we can do about it. Despite
decades of research, we still have no disease-modifying treatment and no cure. So if we're lucky enough to
live long enough, Alzheimer's appears to be our brain's destiny.

But maybe it doesn't have to be. What if I told you we could change these statistics, literally change our
brain's destiny, without relying on a cure or advancements in medicine?

Let's begin by looking at what we currently understand about the neuroscience of Alzheimer's. Here's a
picture of two neurons connecting. The point of connection, this space circled in red, is called the
synapse. The synapse is where neurotransmitters are released. This is where signals are transmitted, where
communication happens. This is where we think, feel, see, hear, desire ... and remember. And the synapse is
where Alzheimer's happens.

Let's zoom in on the synapse and look at a cartoon representation of what's going on. During the business of
communicating information, in addition to releasing neurotransmitters like glutamate into the
synapse, neurons also release a small peptide called amyloid beta. Normally, amyloid beta is cleared away
metabolized by microglia, the janitor cells of our brains. While the molecular causes of Alzheimer's are still
debated, most neuroscientists believe that the disease begins when amyloid beta begins to accumulate. Too
much is released, or not enough is cleared away, and the synapse begins to pile up with amyloid beta. And
when this happens, it binds to itself, forming sticky aggregates called amyloid plaques.

How many people here are 40 years old or older? You're afraid to admit it now. This initial step into the
disease, this presence of amyloid plaques accumulating, can already be found in your brains. The only way
we could be sure of this would be through a PET scan, because at this point, you are blissfully
unaware. You're not showing any impairments in memory, language, or cognition ... yet. We think it takes at
least 15 to 20 years of amyloid plaque accumulation before it reaches a tipping point, then triggering a
molecular cascade that causes the clinical symptoms of the disease. Prior to the tipping point, your lapses in
memory might include things like, "Why did I come in this room?" or "Oh ... what's his name?" or "Where did
I put my keys?"

Now, before you all start freaking out again, because I know half of you did at least one of those in the last
24 hours -- these are all normal kinds of forgetting. In fact, I would argue that these examples might not even
involve your memory, because you didn't pay attention to where you put your keys in the first place. After
the tipping point, the glitches in memory, language and cognition are different. Instead of eventually finding
your keys in your coat pocket or on the table by the door, you find them in the refrigerator, or you find them
and you think, "What are these for?"

So what happens when amyloid plaques accumulate to this tipping point? Our microglia janitor cells become
hyper-activated, releasing chemicals that cause inflammation and cellular damage. We think they might
actually start clearing away the synapses themselves. A crucial neural transport protein called "tau" becomes
hyperphosphorylated and twists itself into something called "tangles," which choke off the neurons from the
inside. By mid-stage Alzheimer's, we have massive inflammation and tangles and all-out war at the
synapse and cell death.

So if you were a scientist trying to cure this disease, at what point would you ideally want to
intervene? Many scientists are betting big on the simplest solution: keep amyloid plaques from reaching that
tipping point, which means that drug discovery is largely focused on developing a compound that will
prevent, eliminate, or reduce amyloid plaque accumulation. So the cure for Alzheimer's will likely be a
preventative medicine. We're going to have to take this pill before we reach that tipping point, before the
cascade is triggered, before we start leaving our keys in the refrigerator. We think this is why, to date, these
kinds of drugs have failed in clinical trials -- not because the science wasn't sound, but because the people in
these trials were already symptomatic. It was too late. Think of amyloid plaques as a lit match. At the tipping
point, the match sets fire to the forest. Once the forest is ablaze, it doesn't do any good to blow out the
match. You have to blow out the match before the forest catches fire.

Even before scientists sort this out, this information is actually really good news for us, because it turns out
that the way we live can influence the accumulation of amyloid plaques. And so there are things we can
do to keep us from reaching that tipping point.
Let's picture your risk of Alzheimer's as a see-saw scale. We're going to pile risk factors on one arm, and
when that arm hits the floor, you are symptomatic and diagnosed with Alzheimer's. Let's imagine you're 50
years old. You're not a spring chicken anymore, so you've accumulated some amyloid plaques with age. Your
scale is tipped a little bit.

Now let's look at your DNA. We've all inherited our genes from our moms and our dads. Some of these
genes will increase our risk and some will decrease it. If you're like Alice in "Still Alice," you've inherited a
rare genetic mutation that cranks out amyloid beta, and this alone will tip your scale arm to the ground. But
for most of us, the genes we inherit will only tip the arm a bit. For example, APOE4 is a gene variant that
increases amyloid, but you can inherit a copy of APOE4 from mom and dad and still never get
Alzheimer's, which means that for most of us, our DNA alone does not determine whether we get
Alzheimer's. So what does? We can't do anything about getting older or the genes we've inherited. So far,
we haven't changed our brain's destiny.

What about sleep? In slow-wave deep sleep, our glial cells rinse cerebral spinal fluid throughout our
brains, clearing away metabolic waste that accumulated in our synapses while we were awake. Deep sleep is
like a power cleanse for the brain. But what happens if you shortchange yourself on sleep? Many scientists
believe that poor sleep hygiene might actually be a predictor of Alzheimer's. A single night of sleep
deprivation leads to an increase in amyloid beta. And amyloid accumulation has been shown to disrupt
sleep, which in turn causes more amyloid to accumulate. And so now we have this positive feedback
loop that's going to accelerate the tipping of that scale.

What else? Cardiovascular health. High blood pressure, diabetes, obesity, smoking, high cholesterol, have all
been shown to increase our risk of developing Alzheimer's. Some autopsy studies have shown that as many
as 80 percent of people with Alzheimer's also had cardiovascular disease. Aerobic exercise has been shown
in many studies to decrease amyloid beta in animal models of the disease. So a heart-healthy Mediterranean
lifestyle and diet can help to counter the tipping of this scale.

So there are many things we can do to prevent or delay the onset of Alzheimer's. But let's say you haven't
done any of them. Let's say you're 65; there's Alzheimer's in your family, so you've likely inherited a gene or
two that tips your scale arm a bit; you've been burning the candle at both ends for years; you love
bacon; and you don't run unless someone's chasing you.

Let's imagine that your amyloid plaques have reached that tipping point. Your scale arm has crashed to the
floor. You've tripped the cascade, setting fire to the forest, causing inflammation, tangles, and cell
death. You should be symptomatic for Alzheimer's. You should be having trouble finding words and keys and
remembering what I said at the beginning of this talk. But you might not be.

There's one more thing you can do to protect yourself from experiencing the symptoms of Alzheimer's, even
if you have the full-blown disease pathology ablaze in your brain. It has to do with neural plasticity and
cognitive reserve. Remember, the experience of having Alzheimer's is ultimately a result of losing
synapses. The average brain has over a hundred trillion synapses, which is fantastic; we've got a lot to work
with. And this isn't a static number. We gain and lose synapses all the time, through a process called neural
plasticity. Every time we learn something new, we are creating and strengthening new neural
connections, new synapses.
In the Nun Study, 678 nuns, all over the age of 75 when the study began, were followed for more than two
decades. They were regularly given physical checkups and cognitive tests, and when they died, their brains
were all donated for autopsy. In some of these brains, scientists discovered something surprising. Despite
the presence of plaques and tangles and brain shrinkage -- what appeared to be unquestionable Alzheimer's
-- the nuns who had belonged to these brains showed no signs of having the disease while they were alive.

How can this be? We think it's because these nuns had a high level of cognitive reserve, which is a way of
saying that they had more functional synapses. People who have more years of formal education, who have
a high degree of literacy, who engage regularly in mentally stimulating activities, all have more cognitive
reserve. They have an abundance and a redundancy in neural connections. So even if they have a disease
like Alzheimer's compromising some of their synapses, they've got many extra backup connections, and this
buffers them from noticing that anything is amiss.

Let's imagine a simplified example. Let's say you only know one thing about a subject. Let's say it's about
me. You know that Lisa Genova wrote "Still Alice," and that's the only thing you know about me. You have
that single neural connection, that one synapse. Now imagine you have Alzheimer's. You have plaques and
tangles and inflammation and microglia devouring that synapse. Now when someone asks you, "Hey, who
wrote 'Still Alice?'" you can't remember, because that synapse is either failing or gone. You've forgotten me
forever.

But what if you had learned more about me? Let's say you learned four things about me. Now imagine you
have Alzheimer's, and three of those synapses are damaged or destroyed. You still have a way to detour the
wreckage. You can still remember my name. So we can be resilient to the presence of Alzheimer's
pathology through the recruitment of yet-undamaged pathways. And we create these pathways, this
cognitive reserve, by learning new things. Ideally, we want these new things to be as rich in meaning as
possible, recruiting sight and sound and associations and emotion.

So this really doesn't mean doing crossword puzzles. You don't want to simply retrieve information you've
already learned, because this is like traveling down old, familiar streets, cruising neighborhoods you already
know. You want to pave new neural roads. Building an Alzheimer's-resistant brain means learning to speak
Italian, meeting new friends, reading a book, or listening to a great TED Talk.

And if, despite all of this, you are someday diagnosed with Alzheimer's, there are three lessons I've learned
from my grandmother and the dozens of people I've come to know living with this disease. Diagnosis doesn't
mean you're dying tomorrow. Keep living. You won't lose your emotional memory. You'll still be able to
understand love and joy. You might not remember what I said five minutes ago, but you'll remember how I
made you feel. And you are more than what you can remember.

Thank you.

---- End of the talk ---

 RAP strategy
When we want to tell the story that is not originally from us, we can use one of the common techniques like
RAP strategy.

R stands for receiving the information such as from reading, listening and watching.
A stands for asking and answering.
After you received the information you close your books, you shut down the video, stop receiving from the
source. Then you ask yourself questions and answer to your own questions.

The more you can answer your own questions the better outcome you would have.

P stands for put into your own words.

After you asked and answers yourself for many questions, you now able to gather all information to make it
into your own words.

Exercise: let's RAP

Instructions: after you watch the video on Alzheimer, now please complete the chart below.

Step 1: Chart of general information of the video (source)

Source of the video

Speaker's name

Topic of the talk

Length of the video

Publishing date

Purpose of the talk

 Step 2: A stands for asking and answering. Without looking, watching, or reading from the source,
list out as many questions of the talk as you can. Then try to answer them. Do not worry about the order of
your ideas.

Questions Answers
E.g. What is the talk mainly about?

E.g. How can we protect ourselves from

Alzheimer’s?

E.g. What are signs of having Alzheimer’s disease in

terms of behavior?

E.g. What is synapse?

E.g. Does sleeping affect to Alzheimer’s?

P stands for put into your own words.
Step 3: After you asked and answers yourself for many questions, you now able to gather all
information to make it into your own words.

Retell the story using RAP strategy

 Task
Pair work: a classmate and you will look for a video of any kinds of illness. Then complete the chart below.

Step 1: Chart of general information of the video (source)

Source of the video

Speaker's name

Topic of the talk

Length of the video

Publishing date

Purpose of the talk

Step 2: A stands for asking and answering. Without looking, watching, or reading from the source,
list out as many questions of the talk as you can. Then try to answer them. Do not worry about the order of
your ideas.

Questions Answers
1.

2.

3.

4.

5.

6.
 7.

8.

9.

10.

P stands for put into your own words.

Step 3: After you asked and answers yourself for many questions, you now able to gather all
information to make it into your own words. It is not a pair work.

Retell the story using RAP strategy

 For teacher

Criteria 4 3 2 1 0 comments
Content: The paper knows what it wants to say and why it wants
to say it. Most of the content is conveyed in understandable
ways.

Organization: The writing consists of introduction, body of idea,

and conclusion and/or suggestion.

Evidence: The writing show of reasons and/ or examples

Mechanics: The paper uses correct spelling and punctuation. In

short, it generally exhibits a good command of academic prose.

Language Use: The paper clearly and correctly uses grammar.

There is no confusion.

Total (20)
 TASK
Speaking task (individual work)

Instructions:

So now, you have your own story in your own words, practice speaking on the topic that you just
RAP. You can edit your own work trying to convince audience by adding more interesting points and
show them why they have to listen to you.

After you practice many times and feel confident, find a nice location to video record a 5 to 7
minutes talk. You can have visual aids or any other kind of assistance; however, please focus on your
talk. Remember that your purpose is to convince audience to agree with you.

Make sure you are not wearing sunglasses, mask and inappropriate outfits. please be reminded that
this is a One-Shot video you do not need to edit the video. If you do not like your video you can redo
it as many times as you like.

Study these techniques as speaking guidelines.

 What is persuasive speaking?

A persuasive speech is a specific type of speech in which the speaker has a goal of convincing the audience
to accept his or her point of view. The speech is arranged in such a way as to hopefully cause the audience to
accept all or part of the expressed view.

 How do you begin a speech?

Here are seven effective methods to open a speech or presentation:
1. Quote. Opening with a relevant quote can help set the tone for the rest of your speech. ...
2. “What If” Scenario. Immediately drawing your audience into your speech works wonders. ...
3. “Imagine” Scenario. ...
4. Question. ...
5. Silence. ...
6. Statistic. ...
7. Powerful Statement/Phrase.

Here are some other techniques you can use to make your speech memorable.
1. Deliver a performance, rather than a speech. ...
2. Use the power of eye contact. ...
3. Don't hide behind the lectern. ...
4. Posture matters. ...
5. Tell compelling stories. ...
6. Vary your cadence. ...
7. Speak about what you know and care about.
 Six Tips for Successful Persuasive Speech Preparation
1. Keep your goal in mind. You are trying to persuade the audience to do or believe something. ...
2. Pay attention to who your audience is. Do your audience analysis! ...
3. Put emphasis on your audience. ...
4. Build credibility in your introduction. ...
5. Use lots of examples. ...
6. Practice, practice, practice!

What NOT to Do When Giving a Public Speech

 Do Not Read Off Your Slides. ...
 Do Not Put Your Hands in Your Pockets. ...
 Do Not Embarrass anyone.
 Do Not Spend the Whole Time Looking at The Floor. ...
 Do Not Say You Are Nervous or Not Good at Public Speaking. ...
 Do Not Try and Be Someone Else. ...
 Do Not Pace Back and Forth Habitually.

Now, use the provides area to edit and/or plan your speech, include techniques you learned.
 For teacher

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information
from written reflection (RAP)

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)
 Review someone’s RAP

You will be assigned to watch 2 videos which is the talk from your class.
Then complete the chart below.

Talk number 1 by _________________________________________________________

Topic of the talk: ________________________________________________________________

Chart of general information of the video (source)

Source of the video

Speaker's name

Topic of the talk

Length of the video

Publishing date

Purpose of the talk

Please provide score for the talk using below criteria

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information
from written reflection (RAP)

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)
Talk number 2 by _________________________________________________________
Topic of the talk: ________________________________________________________________

Chart of general information of the video (source)

Source of the video

Speaker's name

Topic of the talk

Length of the video

Publishing date

Purpose of the talk

Please provide score for the talk using below criteria

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information
from written reflection (RAP)

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)

............................................. End of TASK ..........................................

Task: Managing discussion
Listen to a talk about a book called Happiness by Design by Paul Dolan
https://soundcloud.com/pat-myll-vanakit/happiness-by-design-audio

1. Check the topics that Paul Dolan talked about.

altruism donation hedonism meaning
pleasure procrastination purpose

2. Write one sentence that you think defines happiness.

3. Answer these questions.

1. According to Dolan, what is the first recommendation

2. Dolan’s second recommendation is that

3. To pursuit the second recommendation, you need to

4. The next step is that

5. It’s important not to neglect the small things because …

6. What is the other recommendation?

4. Compare your answer with your classmates.

5. Listen again
6. What are 3 pieces of advices do you think are most useful? And why?
1. don’t skip small thing
2. pay more attention to what makes you happy
3. stop procrastinating
4. organize energy, focus on what you like.
5. donating, altruism
6. listen to your favorite music even though it is such a short moment.
7. plan your time
My most 3 most useful pieces of advices are
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Possible answers

1. Stop procrastinating

for example, I have a plan to get up early in the morning to exercise because I want to
have a better health. However, that has never happened because I procrastinated all the
time. I must make a commitment to this.

2. Focus on what I like,

for example, I really love drawing. Whenever I am free from school, I am in the drawing
club. Now, I have more friends who share the same interests.

3. I will do more altruism. For example, this summer I am considering to volunteer to

teach under-privileged kids in the North.

4. I must focus more on small things, for example, I will spend more time reading short
stories and writing more short stories because I love writing but I always have excuses
not to express ideas.

5. I need to stop focusing on what I don’t like. I always spend too much time on the
comments from someone I don’t really care about. I just only need to continue my work.

6. I will train myself to have less hedonism since I notice that thinking about others made
me proud of myself.
7. Prepare your answer in the box, use your answers in the conversation, try to provide
reasons, and examples.
8. Conversation practice: take a look at the conversation, practice in pairs, switch pairs,
and try not to read your note.
A: Hi, May I ask you what pieces of advice do you think are the most useful?
B: Ok, the 3 most useful pieces of advice are__________________________________.
A: I agree. I think …………………………………………………………………………………………………………
from my experience, ……………………. // I have another idea. I think …………………………
B: I see your point. What about you, which pieces of advice do you think are the most
useful?
A: Of course, ………………………………………………………………………………………………………..……..
B: I agree. I think ________________________________________________________
from my experience, ……………………. // I have another idea. I think ………………………
A&B: Nice discussing with you. Great talking to you.

9. Talk to 2 friends, take note as much as you can.

Friend’s 1.
Name

2.

3.

Friend’s 1.
Name

2.

3.
Managing discussion
a) Read the information
In formal discussion, e.g., in a work situation, one person often acts as the leader. Even
in informal discussion it can be helpful to have someone to lead and manage the
conversation
b) Use these sentences to help you lead the discussion
Starting the discussion
• This is the discussion for the topic of _________________ would you mind if we
start right now?
• The topic for this talk is _________________

Asking for contribution

• Alex, could you please be the first person to answer this?
• Pat, would you mind being the first person to share your response?
• John, you haven’t said anything for a while, do you have anything to add?
• Alex, can you clarify your point by showing us some examples?
• What is your thought on this issue/ matter?
• Could you please share your idea on this same question?
• Let’s hear from ___
• Would you mind being the first person to answer this?

Giving positive comments

• I appreciate your response.
• I agree with your idea.
• We share the same opinion.
• Thanks for your contribution, (Emily). Very interesting!
 Interrupting
• Sorry to interrupt, we are running out of time. Let’s move on to ____
• I think it's time we moved on to the next question.
• By the way, let me conclude our answers to this question___________
• Should we move on to the next question now?
• Let’s continue to the next part which is __________

Summarizing the discussion

• Please let me summarize our ideas.
• So, the general view of this point is that
• So, the general view of this point is that
• Let's continue on the conclusion of this discussion
In class task: Leader must manage the discussion of this following topic
Topic: 3 ways to a happy life.

Instructions: 1. In a group of 3 members, assign 1 student to be the leader of the

discussion.
2. Use language learned
3. Take turn being the leader of the discussion
4. Focus on being polite and keep the discussion formal
5. After each leader finishes, the other members evaluate the leader
performance by using the chart below.

Leader’s Starting (5) Politeness and Giving positive Conclusion (5) Total
name smoothness (5) comment (5) (20)
For teacher

Assessment part (12%)

Leader must lead the discussion through these questions

The answers must include reasons and examples.
Everyone answers the questions including the leader.

Discussion test (60 minutes)

Record a video of your group running a discussion. This is a one shot VDO, don’t worry
about editing.
● Everyone must manage the discussion for 3 questions.
● Use the phrases you learned from the class.
● Give reason and example.
● Use vocabulary that you have learned.
● Submit the VDO that you are the leader.
Questions for discussion
1. What do you do to make yourself feel better when you are feeling miserable? Give
reason and example.
2. What is the best way to deal with other negative emotions?
3. What is the best pathways to happiness?
Scoring Rubric (10%)
Score 2.5 2 1.5 1

Each theme is discussed Each Each theme is discussed by all Themes are not discussed by all
Discussion thoroughly before moving on to theme is discussed thoroughly members of the group before members of the group before
Management a new theme. 4 or more phrases before moving on to a new moving on to a new theme, moving on to a new theme, and
from “Managing Conversation” theme. 4 or more phrases from but could be discussed more should be discussed more
are are used by different “Managing Conversation” thoroughly. Only a few thoroughly; phrases from
members of the group. Ss clearly are are used but only by 1 phrases from “Managing “Managing Conversation”
listen and respond to each member of the group. Ss listen Conversation” are are used. Ss are are not used; OR Ss do not
other. and respond to each other. listen and respond to each seem to listen or respond to
other. each other.
Ss clearly and correctly use Ss attempt to use grammar and Ss attempt to use grammar and Ss do not attempt to use
Language use grammar and vocabulary from vocabulary from the unit. There vocabulary from the unit, but grammar and vocabulary from
the unit. There is no confusion. are language mistakes but they do some language mistakes cause the unit and/or language use is
not cause confusion. confusion. not clear.
Ss’ comments clearly relate to Ss’ comments clearly relate to Ss’ comments clearly relate to Ss’ comments do not seem to
Content the questions being discussed. the questions being discussed. the questions being discussed. relate to the questions. Ss lack
Of answering The discussion is very interesting The Ss show enthusiasm but However, the Ss lack interest interest or enthusiasm, and the
and the Ss show enthusiasm. have trouble communicating or enthusiasm, and the discussion is uninteresting.
interesting ideas. discussion is uninteresting.
Speaking is clear and easy to Speaking is clear and easy to For more than half of the The majority of the discussion is
Clarity understand. If someone says understand except in 1 or 2 discussion, speaking is clear unclear and difficult to
something unclearly, another parts. Usually, if someone says and easy to understand. understand.
person in the group asks for something unclearly, another However, 1 or 2 members, or
clarification until it becomes person in the group asks for a significant part of the
clear. clarification until it becomes discussion, is unclear.
clear.
 Medical Specialty
Exercise 1: List out possible difficulties you think might happen to a physician.

1) 2)

3) 4)

5) 6)

Compare the answers to your classmates’, then circle the number that share the same thoughts.

Exercise 2: Create a group of 5, each member study each challenge. Then take turn sharing the information.
After you listen to your classmates’ talk, fill out the chart.

Main ideas

Challenge 1

Challenge 2

Challenge 3

Challenge 4

Challenge 5
Top Five Challenges Facing Doctors Right Now
Source: https://blog.rendia.com/top-five-challenges/

Now more than ever, doctors have a tough job. Given the state of healthcare in 2016, providers must figure
out how to manage the confusion arising from issues such as shifting payment models to new government
mandates, while at the same time treating a patient population increasingly saddled with chronic disease
and coordinating care and communication among multiple providers.

These challenges may seem daunting, but they also present opportunities for doctors to improve patient
care by better understanding and targeting the patients they serve, improving communication and
education, and harnessing technology to achieve their goals. Read on for a look at some of the top
challenges facing doctors today.

1. Caring for the chronically ill.

Nearly 25 percent of U.S. primary care doctors say they are not well prepared to care for patients with
multiple chronic illnesses, according to a new 10-nation survey by the Commonwealth Fund, a foundation
that promotes a high-performing healthcare system. Despite having a younger population than many other
developed countries, the U.S. has a higher percentage of patients with multiple chronic conditions.

About half of all adults—117 million people—have one or more chronic health conditions, which are
responsible for 7 of 10 deaths each year. Treating patients with chronic diseases accounts for 86 percent of
our nation’s healthcare costs, according to the Centers for Disease Control and Prevention (CDC).

2. Managing mental illness.

The same survey also found that 84 percent of U.S. primary care doctors say they are not well prepared to
manage patients with serious mental illness. Approximately one in 25 adults in the U.S.—10 million—
experiences a serious mental illness in a given year that substantially interferes with or limits one or more
major life activities, reports the National Institute of Mental Health.

This is an issue for all doctors, because “the patient’s mental state has a great influence on his ability to
develop and fight disease,” writes Richard Robinson, M.D., on KevinMD.com. “Anxiety and depression may
make patients more vulnerable to damaging stimuli, so identifying these as underlying symptoms could lead
to a better understanding of the patient’s current state.”

3. Improving communication with patients and other providers.

Only one of three primary care doctors said they were notified when a patient is seen in an emergency
department or discharged from the hospital, according to the Commonwealth Fund survey. (Compare this to
the Netherlands, where 69 percent of doctors reported they were always notified at discharge.)

Lack of care coordination and communication can not only cause frustration and confusion for patients, it
can also lead to readmissions, points out Ilene MacDonald, editor of FierceHealthcare.com. And due to the
Affordable Care Act, hospital readmission rates are going to become more important for physicians going
forward, as readmissions can lead to financial penalties and gaps in care. Strategies to improve
communication include using the teach-back technique with patients and being diligent about following
up—which is also a good way to avoid malpractice lawsuits.

4. Keeping up with technology.

Information technology costs have soared in physician practices in recent years, and they’re not expected to
drop in the foreseeable future, reports Medical Economics. More than 80 percent of doctors in the U.S. now
use EHRs, according to Healthcare IT News. However, keeping the costs of IT and support down is a major
concern for many doctors. More and more practices are moving to cloud-based EHRs, billing systems, and
patient education programs to avoid the upfront cost of new software and computers. (For more detail on
this, see our post on what the cloud has to offer doctors.)
5. Using technology to engage patients.
Digital health tools that influence patient engagement will continue to be a hot topic in 2016. The healthcare
Internet of Things market is expected to hit $117 billion by 2020. The adoption of wearables increased by 60
percent in 2015, and half of patients hospitalized in the last year started using wearables after their hospital
stay, reports healthcare data company Health Catalyst.

Doctors need to understand how different patient populations and generations use technology, whether it’s
wearables or online patient education, and also consider how to keep patients actively engaged with tech
tools that can improve their health.

Other challenges doctors say they are facing in 2016 include getting paid what they’re worth as payment
models shift from fee-for-service to pay-for-performance, the repercussions of mergers of the nation’s
biggest health insurers, and weighing the risks and benefits of independence versus employment.

********************

Exercise 3: Read short review and watch these animations from TED.

Ancient Rome’s most notorious doctor

https://bit.ly/2mplHhX

In the 16th century, an anatomist named Andreas Vesalius made a shocking discovery: the most famous human
anatomy texts in the world were wrong. While Vesalius knew he was right, announcing the errors would mean
challenging Galen of Pergamon. Who was this towering figure? And why was he still revered and feared 1,300 years
later? Ramon Glazov profiles the most renowned physician in medical history. [Directed by Anton Bogaty, narrated
by Addison Anderson].
From 2 animations, complete the chart and discuss with classmates for the correct answers.

Ancient Rome’s most notorious doctor

Peseshet’s Details from the animation and/or your ideas

Job description

Expertise area

Advantages

Challenges

The way to become

like the character

A day in the life of an ancient Egyptian doctor

https://bit.ly/2kTPw9M

It's another sweltering morning in Memphis, Egypt. As the sunlight brightens the Nile, Peseshet checks her supplies.
Honey, garlic, cumin, acacia leaves, cedar oil -- she's well stocked with the essentials she needs to treat her patients.
Elizabeth Cox outlines a day in the life of an ancient Egyptian doctor. [TED-Ed Animation by Echo Bridge]
 A day in the life of an ancient Egyptian doctor

Peseshet’s Details from the animation and/or your ideas

Job description

Expertise area

Advantages

Challenges

The way to become

like the character

Discuss your answers with classmates.

******************

Exercise 4: Choose one of these common worldwide medical specialties and fill out the chart.

Allergy and immunology Adolescent medicine Anesthesiology Cardiology

Child and adolescent Dermatology Emergency medicine Endocrinology

psychiatry

Family Medicine Forensic pathology Forensic psychiatry General surgery

Gynecologic oncology Hematology Infectious disease Medical biochemistry

Medical oncology Neurology Neurosurgery Obstetrics and

gynecology
Ophthalmology
Orthopedic surgery Pathology Pediatrics

Plastic, reconstructive Psychiatry Radiology Rheumatology

and aesthetic surgery

Sports medicine Neuroradiology Urology Vascular surgery

The medical specialty that you choose to research is _____________________________________________
Now fill out the chart.

Chosen medical Details from research and/or your ideas

specialty

Job description

Expertise area

Advantages

Challenges

The way to become

one

Get into a group of 6, take turn sharing information on your research. Fill out the information from 2
classmates.

1. First classmate’s chosen medical specialty: _____________________________________________

Chosen medical Details from research and/or your ideas

specialty

Job description

Expertise area

Advantages

Challenges

The way to become

one
2. Second classmate’s chosen medical specialty: _____________________________________________

Chosen medical Details from research and/or your ideas

specialty

Job description

Expertise area

Advantages

Challenges

The way to become

one

******************
 TASK

Instructions

 Create a group of six members

 Share your information on all specialist details from every member, choose one kind of specialist to
make a research on more details. You can add more topics such as salary, working hour in Thailand,
stress from this area of work.

 Your group will conduct a presentation of 7 to 10 minutes talking about these following topics on a
kind of specialist.
Job description, Expertise area, Advantages, Challenges, the way to become one,
other information

This following criteria will be used for your group presentation’s score.

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information from
written reflection (RAP)

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)

Your group will participate in 1 presentation as audience, you will need to evaluate their presentation using
the same criteria.
I am evaluating a presentation on
medical specialty of ______________________________________________________________________

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information from
written reflection (RAP)

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)

............................................. End of TASK ..........................................

 A good doctor
Exercise 1: In pairs, what are the characteristics of a good physician?

1. ____________________________________________ 2. ____________________________________________

3. ____________________________________________ 4. ____________________________________________

5. ____________________________________________ 6. ____________________________________________

7. ____________________________________________ 8. ____________________________________________

Exercise 2: Compare the answers with some other pairs, circle your number that share the same opinions with other
people.

Exercise 3: Pair work, try to complete the chart by skimming the article titled “The 7 essential qualities of a physician.”

Quality Brief information

Compassion

Strong Work Ethic

Professionalism

Knowledge

Confidence

Humility

Passion
The 7 essential qualities of a physician
By American University of Antigua (AUA) College of Medicine’s Admissions Committee
Source: https://www.auamed.org/blog/7-essential-qualities-physician-2/

When American University of Antigua (AUA) College of Medicine’s Admissions Committee examines a candidate,
the first thing they assess is his or her capability to become a successful physician. Although these qualities
aren’t quantifiable, they are evaluated by the candidate’s potential to demonstrate traits that are shared by
some of the best physicians working today. Here are some of them:

Compassion
Physicians aren’t robots. They’re not just there to insensitively deliver prognoses or mechanically perform
complex surgeries. They need heart. Patients respond better to a physician who is empathetic to their needs, so
focus on exercising courtesy and compassion with your patients. At AUA, we instill compassion in our students
with early hands-on training, which gives them experience interacting with patients. By developing these skills
early, our students are better prepared to meet the demands of practicing medicine and master the essentials of
patient care.

Strong Work Ethic

Having a strong work ethic means you dedicate 100% of yourself to your work every day, regardless of how tired
you are or what is going on in your personal life. While this quality will help you succeed in any field, it is
especially essential to the practice of medicine. Every day brings a new challenge. Even if you don’t know what
those challenges will be, you’ll have to be ready to face them. Preparation is time consuming, but you must put
in the effort if you want to succeed.

Professionalism
Simply slipping on a white coat won’t command respect from your patients; it must be earned. As with all
encounters, first impressions are paramount. If you are inattentive, impatient, or unkempt, your patient will
feel unsatisfied and neglected and will most likely seek the care of another physician. Unlike other Caribbean
medical schools, AUA has an Education Department (ED) that fosters your professional skills and decorum.

Knowledge
Physicians need to have encyclopedic medical knowledge that can be recalled at a moment’s notice. They also
have to stay on top of the latest medical news and trends, which could contradict something that was learned
way back in medical school. In other words, as advancements are made in the field, you’ll have to learn new
information that enhances or counters what you’ve already committed to memory. At AUA, ED is available to
help you develop methods to retain that knowledge and apply relevant information quickly.

Confidence
Because a successful physician is highly knowledgeable, he or she must reinforce that with confidence. Patients
want to trust their physicians as caregivers, but the lack of self-assurance communicates uncertainty. A
physician with strong, healthy confidence will be listened to and respected by patients and colleagues alike.
Even if you feel unsure about something, don’t let your patient see it. Instead, consult other resources,
specialists, case studies, etc. in order to provide your patient with the most informed treatment. If you want to
strengthen your confidence by improving your leadership skills, Urbana University offers an online MBA program
designed specifically for aspiring physicians.

Humility
Humility and confidence work as a complementary pair. With your patients and colleagues, you must be
approachable and available. This means that despite time limitations and over-scheduling, your patient never
feels rushed. Hear everything he or she has to say without preemptively voicing your diagnosis. You must also be
willing to admit when you’re unsure about something and especially willing to ask questions. A physician is a
lifelong learner and these situations should strengthen your resolve.

Passion
Promising medical school applicants don’t want to become physicians because of the salary. They apply because
they have a passion for the study and practice of medicine. Their passion makes them disciplined and willing to
sacrifice other opportunities to better their career. If you are dedicated to improving the lives of others and can
spend long nights hovering over patient charts, then you’ve applied to the right profession.

Think you have what it takes to become a physician?

************************

TASK
Instruction: Write an essay showing your opinion towards one of these topics

 What is a good doctor?

 What are 2 most important things to be a good doctor?

 My ideal physician

 2 things a good doctor should have

After your pick the topic of the essay, study the writing techniques and examples, use the practice area to plan
your writing.
 Essay Writing Practice

Title: _________________________________________________________ By ___________________________

Use the questions to think of ideas about what to write. In the right column, write your paragraph.
Your essay should be 4 paragraphs.
INTRODUCTION Suggested techniques
Start by question?
Tell the reader:  Have you ever felt angry at any doctor you met?
§ What is your
essay about?
§ What is the focus Start by building awareness: statistics, shocking information,
of your essay?  There were more than 1000 doctors who have stressed out severely for
§ Why is it the year 2017.
important?
§ How will you
develop your essay
(what will you write Story telling
about in paragraphs  One of my friends challenged me that I would have used more than 10
2, 3, etc.)? pieces of plastic. I accepted the challenge and concentrated on using the
least pieces of plastic I possibly could. I ended up with 16 of them.

Start normally
 If you ask me about my dream community, my utopia will be focused on
having clean ocean.
 This writing will be discussing on firstly …………………………. And secondly
……………………………………………………. First, the way I will create my utopia,
and secondly the essay will talk about benefits and challenges of the
utopia

(Then follow by what are you going to talk about.)

BODY PARAGRAPH Writing examples

1: Your main point 1

WHAT is your main The first issue of my utopia is the general characteristics. Fairness, unity and
point/ feature? discipline are three words that define my utopia.
§ What is it?
Explain.
§ Why do you If only I had the power to change one thing, I would change the rule of freedom
think so? of ordering food. Supposing people have the same quality of food and the same
§ What would amount of food to consume, there is will no longer be problems on food
happen? / What management. The government can plan the exact amount of food for citizens.
would be the
result?
§ Do you have any
evidence/example
to support your
idea?
BODY PARAGRAPH
2: Your main point 2 Writing examples

WHAT is your main

point/ feature? Secondly, there will be more benefits in case my utopia is successful. The reasons
§ What is it? are ___
Explain.
§ Why do you However, there is also some problems. For example, ………
think so?
§ What would
happen? / What Providing that there is a person who doesn’t comply with the utopia’s rules of
would be the having pet at home, the government will get rid of the animal and also revoke
result? your rights to own pets. Therefore, disadvantages of the utopia is the
§ Do you have any seriousness of pet registration system.
evidence/example
to support your
idea?

CONCLUSION Suggested techniques

1. Provide a Ideas conclusion

summary of your 2  Hence, my clean air utopia holds the standard of no smoking, only
body paragraphs electricity car, and solar energy usage. Also, ………………………………….
2. Remind the good/bad points.
reader of the
purpose of the
essay Remind the reader of the purpose
3. Suggest an  Even if my utopia is just a dream, the awareness of killing wildlife animals
action in relation to should still be concentrated.
the needs identified
in the body of your
essay. Suggest an action
 If in doubt, we can always call “Ocean Safe Organization (OSO)” And be
reminded that the most influent factor for ocean development is us.
Use this blank space to plan your writing

INTRODUCTION

Tell the reader:

§ What is your
essay about?
§ What is the focus
of your essay?
§ Why is it
important?
§ How will you
develop your essay
(what will you write
about in paragraphs
2, 3, etc.)?

BODY PARAGRAPH
1: Your main point 1

WHAT is your main

point/ feature?
§ What is it?
Explain.
§ Why do you
think so?
§ What would
happen? / What
would be the
result?
§ Do you have any
evidence/example
to support your
idea?

BODY PARAGRAPH
2: Your main point 2

WHAT is your main

point/ feature?
§ What is it?
Explain.
§ Why do you
think so?
§ What would
happen? / What
would be the
result?
§ Do you have any
evidence/example
to support your
idea?
CONCLUSION

1. Provide a
summary of your 2
body paragraphs
2. Remind the
reader of the
purpose of the
essay
3. Suggest an
action in relation to
the needs identified
in the body of your
essay.
After planning is finished, you can write the whole essay in the provided area. Include reasons, examples,
anything you would like your essay to have.

Topic: ______________________________________________________________________________________
In order to understand writing essay process well, evaluating some writing work is a great idea. Identifying
writing techniques, main points and examples are important especially when we want make sure we understand
the message the writer tries to express.

Evaluating someone’s essay

Use this form to identify peer’s work

Introduction paragraph
Techniques ……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Body paragraph 1
Main point ……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Example …………………………………………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Body paragraph 2
Main point ……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Example …………………………………………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Body paragraph 3
Main point ……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Example …………………………………………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

Concluding paragraph
Techniques ……………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
Please also use the following writing criteria to give score for the essay you have identified its parts.

For teachers and students

Criteria

Name of evaluator: …………………………………………………………………………………………………………………………….

ID no. of evaluator: …………………………………………………………………………………………………………………………….

Name the essay writer: ……………………………………………………………………………………………………………………………

ID no. of the essay writer: ………………………………………………………………………………………………………………………..

Criteria 4 3 2 1 0 comments
Content: The paper knows what it wants to say and why it wants
to say it. Most of the content is conveyed in understandable ways.

Organization: The writing consists of introduction, body of idea,

and conclusion and/or suggestion.

Evidence: The writing show of reasons and/ or examples

Mechanics: The paper uses correct spelling and punctuation. In

short, it generally exhibits a good command of academic prose.

Language Use: The paper clearly and correctly uses grammar.

There is no confusion.

Total (20)
 Epidemiology
From Wikipedia, the free encyclopedia

Epidemiology is the study and analysis of the distribution (who, when, and where), patterns and
determinants of health and disease conditions in defined populations.

It is the cornerstone of public health, and shapes policy decisions and evidence-based practice by identifying
risk factors for disease and targets for preventive healthcare. Epidemiologists help with study design,
collection, and statistical analysis of data, amend interpretation and dissemination of results (including peer
review and occasional systematic review). Epidemiology has helped develop methodology used in clinical
research, public health studies, and, to a lesser extent, basic research in the biological sciences.

Major areas of epidemiological study include disease causation, transmission, outbreak investigation,
disease surveillance, environmental epidemiology, forensic epidemiology, occupational epidemiology,
screening, biomonitoring, and comparisons of treatment effects such as in clinical trials. Epidemiologists rely
on other scientific disciplines like biology to better understand disease processes, statistics to make efficient
use of the data and draw appropriate conclusions, social sciences to better understand proximate and distal
causes, and engineering for exposure assessment.

Epidemiology literally means "the study of what is upon the people", is derived from Greek.
epi, meaning 'upon, among',
demos, meaning 'people, district',
and logos, meaning 'study

Examples of epidemiological illness

Chickenpox Dengue Ebola Head Lice

Influenza Leptospirosis Measles Plague
Polio RSV SARS Yellow Fever
HIV/AIDS autism obesity leprosy
Suicide Zika Bedbug Chikungunya
Flu Anthrax Hand Foot and Mouth

Type of studies
Case-series may refer to the qualitative study of the experience of a single patient, or small group of patients
with a similar diagnosis, or to a statistical factor with the potential to produce illness with periods when they
are unexposed.
Case-control studies select subjects based on their disease status. It is a retrospective study. A group of
individuals that are disease positive (the "case" group) is compared with a group of disease negative
individuals (the "control" group). The control group should ideally come from the same population that gave
rise to the cases. The case-control study looks back through time at potential exposures that both groups
(cases and controls) may have encountered.

Cohort studies
Cohort studies select subjects based on their exposure status. The study subjects should be at risk of the
outcome under investigation at the beginning of the cohort study; this usually means that they should be
disease free when the cohort study starts. The cohort is followed through time to assess their later outcome
status. An example of a cohort study would be the investigation of a cohort of smokers and non-smokers
over time to estimate the incidence of lung cancer.

********************

RABIES
Infographic on rabies, worldwide, 2013

Exercise 1: Find information according to the following topics

1. History and general information of Rabies

2. Interesting statistics of Rabies

3. Origin of Rabies
4. The consequences of the disease
(E.g. new Medicine, new knowledge, new technology, new equipment, new machines or even new jobs)

5. Your recommendations on prevention

********************
Exercise 2: Find information of any illness related to epidemiology then find its information

Name of the illness _________________________________________________________

1. History and general information

2. Interesting statistics

3. Origin

4. The consequences of the disease

(E.g. new Medicine, new knowledge, new technology, new equipment, new machines or even new jobs)

5. Your recommendations on prevention

********************
Practice Time
Record your talk. Talk briefly about your researched epidemiology. Your video should be about 3 – 5 minutes
long. Try to cover your video with all information from the previous exercise.

Use the following provided area to draft your talk.

 TASK
Instructions 1
 Create a group of 6 members.
 Choose one of the illnesses relating epidemiology researches from members of your group.
 Your group will have to conduct a 12-minutes presentation of the chosen illness.

These following topics need to be covered in your group's presentation.

 History of the illness

 Statistics, infographic, or charts. (Any kind of information that available)
 Interesting points
 Origin of the illness
 The consequences of the disease
(E.g. new Medicine, new knowledge, new technology, new equipment, new organization, new machines
or even new jobs)
 other

**Remarks
Your dress code, politeness, manner, and professionalism can affect score deductions during your
presentation.

For teacher
Criteria: All members in the group will share the same score.

Criteria 4 3 2 1 0 comments
Content: The presentation consists of needed information related
to the topics given.

Organization: The presentation arranges in appropriate

sequences, consisting of introduction, body of idea, and
conclusion and/or suggestion.

Evidence: The presentation shows reliable sources of information.

Mechanics: The presentation exhibits a good command of

academic prose.

Language Use: The presenters clearly and correctly use grammar.

There is no confusion.

Total (20)
Instruction 2: Your group will evaluate 1 group giving their presentation, use the criteria and submit your
evaluation to the teacher.

Criteria: All members in the group will share the same score.

Criteria 4 3 2 1 0 comments
Content: The presentation consists of needed information related
to the topics given.

Organization: The presentation arranges in appropriate

sequences, consisting of introduction, body of idea, and
conclusion and/or suggestion.

Evidence: The presentation shows reliable sources of information.

Mechanics: The presentation exhibits a good command of

academic prose.

Language Use: The presenters clearly and correctly use grammar.

There is no confusion.

Total (20)

............................................. End of TASK ..........................................

 Independent learning project

False belief
List out 3 false believes that you have noticed in Thailand.

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

Group Work
Instructions

Create a group of six members, choose one false beliefs in your country and conduct research in
order to give a presentation of 10-12 minutes.

Your presentation needs to cover these following topics

1. General information of the false belief

2. Origin of the problems
3. How did the false belief spread out.
4. Why it's a problem? What are bad consequences?
5. What is your group suggestion or recommendation to fix this problem explain your process.
6. Create an infographic as a poster in order to raise awareness of the group's false belief. (3%) talk
briefly on the poster. Your group needs to print out the poster and bring it to the presentation.
7. Your group needs to have visual aids during the presentation such as power point, visualizer, etc.

Your presentation also needs to have 3 role-plays (6%)

 Each role-play costs 2%
 The role-plays should demonstrate how false belief spread out for example. It can be a
scenario between doctors and medical workers sharing information on false belief and
emphasize why this is a problem. Ss must record the role plays as VDOs and play them
during the presentation.
 Role-plays can be very creative (in English language only)

The presentation costs 6%

3 Role-plays cost 6%
infographic poster in order to raise awareness is 3% (This must be a printed out poster)
Therefore; the total score is 15% Total

Remarks
All members in the group share the same score.
These following criteria will be used for your group presentation’s score. (will be calculated to 6%)

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information from
the research

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech, Role plays, Poster

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)

Your group will participate in 1 presentation as audience, you will need to evaluate their presentation using
the same criteria.

I am evaluating a presentation on
False belief of ______________________________________________________________________

Criteria 4 3 2 1 0 comments
Oral introduction: captured audience attention, include information from
the research

Body of Speech: Easy to follow and understand, information seemed

accurate and complete

Summary: Brief, clear, and provide wrap-up of the topic

Creativity: Speaker conveyed topic creatively so audience would

remember speech, Role plays, Poster

Overall impression: Topic chosen was interesting and timely; speech

successfully informed, convinced, persuaded or entertained audience

Total (20)

............................................. End of IL ..........................................