Healthcare and medical education through language: a comparative research of translation equivalents
Автор: Ryasnaya-lokinskaya L.S., Stebletsova A.O., Chernykh T.M., Volynkina A.P.
Журнал: Международный журнал гуманитарных и естественных наук @intjournal
Рубрика: Английский язык в медицинской науке и коммуникации
Статья в выпуске: 7-3 (46), 2020 года.
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A highly-trained medical practitioner should possess extensive professional expertise, skills and competence which involve some basic understanding of world healthcare systems’ structures, functions and healthcare practitioners who provide medical services. Our research focuses on the way a healthcare and a medical education systems as social institutes are reflected in the language. The hypothesis is that a linguistic comparative study could provide a deeper insight into a foreign culture including its medical and educational domains. The objective of our research is to investigate similarities and differences of British and Russian healthcare and education systems by defining basic vocabulary items naming British and Russian Medical Practitioners and People in Medical Education. The research procedure included several stages. The first stage involved a selection of English vocabulary corpus consisting of 15 nouns naming British medical practitioners and positions in medical education. At the next stage each item was supplied by an English definition and a Russian translation equivalent if any. Then the English and Russian items were compared regarding their definitions and translation equivalents. Linguistic methods and research in general and a comparative linguistic analysis in particular can be effectively used in professional competence development as well as in a widening of cultural horizons. The vocabulary corpus and definitions could be taught in EFL classes to Russian students of medicine.
Comparative research, medical terminology, linguistic lacunae, medical education, professional competence
Короткий адрес: https://sciup.org/170188005
IDR: 170188005 | DOI: 10.24411/2500-1000-2020-10821
Текст научной статьи Healthcare and medical education through language: a comparative research of translation equivalents
A highly-trained medical practitioner should possess extensive professional expertise, skills and competence which involve some basic understanding of world healthcare systems’ structures, functions and healthcare practitioners who provide medical services. Undergraduates of a medical university or institute in Russia have a number of opportunities to gain access to this knowledge among which is through a language and translation study [1]. Healthcare discourse including the domain of medical professional titles, posts and positions has recently appeared in the list of research interests due to integration tendencies both in medical education and healthcare studies [2].
Our research focuses on the way a healthcare and a medical education systems as social institutes are reflected in the language. A search for adequate English-Russian
equivalents poses a number of challenges, with a native language interference being only one of them [3]. The hypothesis is that a linguistic comparative study could provide a deeper insight into a foreign culture including its medical and educational domains. The objective of our research is to investigate similarities and differences of British and Russian healthcare and education systems by defining basic vocabulary items naming British and Russian Medical Practitioners and People in Medical Education.
Methods and design . The research procedure included several stages. The first stage involved a selection of English vocabulary corpus consisting of 15 nouns naming British medical practitioners and positions in medical education. At the next stage each item was supplied by an English definition and a Russian translation equivalent if any. Then the
Table 1. English-Russian Name Correspondence
|
English Term and Definition |
Russian Equivalent and Definition |
|
|
1 |
General Practitioner (GP) - a medical practitioner who treats acute and chronic illnesses and provides preventive care and health education to patients. A GP is a doctor who does not specialize in any particular area of medicine, but who has a medical practice in which he or she treats all types of illness. GP is an abbreviation for `general practitioner' |
врач общей практики (семейный врач) - врач, прошедший специальную многопрофильную подготовку по оказанию первичной медико-санитарной помощи членам семьи, независимо от их пола и возраста (полное соответствие) |
|
2 |
Consultant – the title of a senior physician who has completed all of his or her specialist training and been placed on the specialist register in their chosen specialty. Consultants accept ultimate responsibility for the care of all the patients referred to them, so the job carries significant personal responsibility. |
врач-консультант, заведующий отделением - опытный врач-клиницист, имеет достаточный уровень квалификации в профильной специальности чтобы проводить консультации с коллегами и пациентами по интересующим их вопросам ( частичное соответствие ) |
|
3 |
Specialist registrar - а doctor, who has completed the Foundation Programme and is training and \ or working in one of the medical specialties. |
врач – специалист - специалист с высшим медицинским образованием, оказывающий медицинскую помощь в одной из медицинских специальностей (напр. врач–кардиолог, врач- гастроэнтеролог) ( частичное соответствие ) |
|
4 |
Pre-Registration House Officer (PrHO) / Foundation Year 1 doctor (FY1) - a newly graduated doctor in the first year of postgraduate training |
ординатор первого года, врач-стажер - выпускник медицинского института, проходящий последипломную подготовку в ординатуре (условное соответствие ) |
|
5 |
Senior house officer (SHO)/Foundation Year 2 doctor (FY2)- Junior doctor undergoing training within a certain specialty in the British National Health Service. SHOs are supervised by consultants and registrars, who oversee their training and are their designated clinical (and in many cases educational) supervisors. |
ординатор второго года, врач-стажер - выпускник медицинского института, проходящий последипломную подготовку в ординатуре (условное соответствия) |
|
6 |
Medical (or clinical) director - this person is responsible for all of the medical staff. |
главный врач - руководитель медицинского учреждения Ведущий медицинский работник в медицинском учреждении (полное соответствие) |
|
7 |
Health visitor - a trained nurse who visits people in their homes to assist or advise the chronically ill or parents with very young children |
патронажная сестра/брат; патронажный работник - опыт-ная(-ый) сестра/брат, обладающая (-ий) необходимой квалификацией для оказания медицинских услуг на дому у пациента. (частичное соответствия) |
|
8 |
District nurse - a nurse who visits and treats patients in their homes, operating in a specific area or in association with a particular general practice surgery or health center |
патронажная сестра/брат; патронажный работник - опыт-ная(-ый) сестра/брат, обладающая (-ий) необходимой квалификацией для оказания медицинских услуг на дому у пациента. (частичное соответствия) |
|
9 |
Practice nurse - a trained nurse who assists a GP in a surgery |
участковая (-ый) медицинская(-ий) сестра/брат - непосредственная (-ый) помощница (-к) участкового врача-терапевта в проводимой им лечебной и санитарно-профилактической работе среди населения участка; подготавливает кабинет к врачебному приему, следит за своевременной доставкой из регистратуры историй болезни записанных на прием боль- |
The most remarkable differences between two cultures have been discovered in the comparative analysis of such nouns as Preregistration house officer (PrHO) / Foundation year 1 (FY1) doctor , Senior house of-
ficer (SHO)/Foundation Year 2 doctor (FY2)», Ward clerks, Clinical trainer, Nontraining registrar – 5 all in all. Although some of these nouns have been provided with a corresponding Russian term, these translating attempts might play the role of false interpreter’s friends, i.e. they might be misleading rather than explanatory. We tend to consider this group of nouns translation lacunas, which demonstrate obvious differences between British and Russian healthcare and medical education systems. The language lacunas confirm that the absence of a vocabulary item can only be caused by the corresponding absence of the same phenomenon in a social or cultural aspect of human activity.
Conclusion . The research results have drawn us to the conclusion that linguistic methods and research in general and a comparative linguistic analysis in particular can be effectively used in professional competence development as well as in a widening of cultural horizons. The vocabulary corpus and definitions could be taught in TEFL classes to Russian students of medicine.
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