The interaction, active response, positive reactions and feedback, empathy were all good skills encountered during this experience here with Ioana Cretu that helped me think about things differently and positively.

I am glad that I had the opportunity to participate in this online course – great content, engaging convos and exciting approach to spark the interest. Love it love it love it!

I liked it very much!! It’s the first time that I’m using an online platform like this. You are very kind and very friendly and even though I’m shy and an introvert I felt very comfortable. I want to thank you for this new experience and also for your kindness! (2nd year medical students)


English Pills 4 Doctors Skills was a short online course which I designed and delivered pro bono for Romanian and international medical students who had not studied medical English before (but were already independent users of English for general purposes). It included a progression of 4 units with activities that were deliberately varied, experimental, relevant, and fun.

Learning objectives

The course helped the 21 participating students become more aware of translation and interpreting issues when communicating with foreign patients. They learned more about the potential and limitations of using Google Translate in medical communication. Also, they understood better the work of human interpreters who can sometimes help doctors interact with foreign patients.

The following language skills were targeted in the online activities:

  • academic reading skills for study purposes
  • listening to speakers of English with different accents
  • expressing ideas respectfully in informal written interactions
  • expressing ideas formally using international guidelines for good scientific writing
  • speaking skills (students could choose to share ideas in audio/video, too)

In addition, academic and creative thinking skills were integrated throughout the experience, as well as problem-solving skills, online and independent learning skills, and some technical skills.



The online course was made of 4 units with relevant multimedia contents illustrating translation and interpretation challenges in multilingual, multicultural medical interactions:

  1. Mainly warm-up and informal interaction tasks
  2. Mainly research tasks for knowledge and understanding skills
  3. Mainly production tasks for professional communication skills
  4. Mainly (self-)reflection and feedback tasks

This was also a way for me to put into practice my own learning and receive my international TESOL certification as an online teaching program developer. The course was the capstone of 6 months of theoretical study, practical exercises, and meaningful interactions with other experienced teachers of English from around the world.