B1/B2 – Taking Patient History

Description

A B1/B2-level ESL lesson on Taking Patient History using the SOCRATES method

Perfect for medical professionals, this B1/B2-level ESL lesson focuses on the SOCRATES method of taking patient history. Students match key terms like onset and severity to definitions, analyze a realistic doctor-patient dialogue, and practice word order in questions. The lesson wraps up with engaging role-plays and a discussion on possible diagnoses – ideal for building confidence in clinical communication.

Warmer: Starting with SOCRATES

The class begins by looking at the mnemonic SOCRATES and asking students what they think of when they hear this word. Their answers, of course, may range from the Greek philosopher to university programs, but hopefully, they will catch the wind and understand the topic of the class right away. In case no one predicts this mysterious plan, say that SOCRATES is a method of taking patient history. Ask students to refresh their university memory and tell you what each letter stands for. You may want to ask them if they have a similar mnemonic in their native languages that helps them remember the order of taking patient history.

Socrates stands for Site, Onset, Character, Radiation, Associated symptoms, Timing, Exacerbating and relieving factors and Severity. Some of these points may contain words which are new to the students, therefore match each phrase to the meaning to clarify any doubts, for example, onset or exacerbating.

Pair Speaking: Sharing Personal Experiences

Finish this part of the class with a short pair or group discussion to get students’ personal experiences with taking a patient history and whether they follow SOCRATES, or maybe use another method during this part of the examination.

Dialogue: Doctor – Patient Conversation

Show a dialogue between a doctor and a patient. Students read it and identify different stages of SOCRATES and the questions used in each part.

Review: Language and Categorisation

Elicit the answers by showing the sentences in a table divided into eight stages of history taking. Ask students to put words in order in five more sentences and place each one in the right category. This is a perfect moment to review the word order in questions and make sure that everyone feels comfortable asking questions in English. Finish this part by eliciting some other questions that students often ask in their offices and the category they fall into.

Role-Play: Taking Patient History

Finish the class by putting students into pairs. In the first role-play, Student A is a doctor taking patient history. Student B is a male patient in his early 30s who came to the doctor’s office with an itchy rash. Student A follows SOCRATES and learns about the patient’s problem. Afterwards, swap the roles. This time, Student B is a doctor, and Student A is an 18-year-old patient with dull abdominal pain. Finish this class by stating what examination students would recommend to each patient and what they suspect the problem may be.