Giving medication advice at discharge or the pharmacy.
English for Healthcare Professionals. Lesson 5.
You are discharging a patient or supporting a medicines conversation at the pharmacy counter. The patient has several medicines and is worried about side effects. Your goal is to explain the key points clearly, check allergies and interactions, and make sure the patient can take the medication safely at home.
You will practise the language of dose, timing, route and duration, plus common advice about missed doses and when to seek help. Because medication errors are often communication errors, you will also train safety checks: confirming the medicine name, making sure the patient understands the schedule, and using teach-back in a natural, respectful way. You will practise translating technical terms into plain English, especially for side effects and warning signs. You finish by giving a clear closing: what the patient should do next, who to contact, and how to store or take the medication correctly.
1. At the pharmacy counter: safety checks first.
Picture yourself at a busy pharmacy counter or a discharge medicines desk. The patient is ready to go home, but they look a bit unsure and they have a bag with several boxes inside. In this moment, your number one job is patient safety, and safety starts with calm, routine checks. You want to sound confident, not suspicious. So you’ll use neutral, everyday wording, and you’ll explain why you’re asking.
In this block we’ll focus on three things: checking what medicines the patient already takes, checking allergies and the reaction, and checking key details about the new prescription so there’s no mix-up. You’ll also practise one very useful habit: confirming the medicine name and strength out loud, so both of you are looking at the same thing.
As you work, aim for a tone that is professional and kind. The patient may be worried about side effects, but first you need the basics: who they are, what they take, and what could interact or cause harm.
Situation: discharge medicines or pharmacy support.
You are speaking to a patient who is going home today. They have been given new medicines, but they may already take other medicines at home. They are worried about side effects and they want simple, clear advice.
In real practice, medication errors often happen because of missing information or unclear schedules. So before you explain how to take something, you create safety by doing quick, routine checks.
The “safe start” sequence (natural and non-alarming).
When you are checking details, the key is to sound like this is normal for everyone:
Current medicines (including OTC and herbal):
“Can you tell me what medicines you’re taking at the moment?”
“Do you take anything you buy over the counter, like ibuprofen or vitamins?”
Allergies and reaction (not just “yes/no”):
“Do you have any allergies, and what reaction do you get?”
“When you had that reaction, what happened exactly?”
Confirm the medicine you are discussing (name + form):
“Let’s look at this one together. This is flucloxacillin capsules.”
“And this one is paracetamol tablets for pain or fever.”
Mini language tips (so you sound calm and clear).
If the patient seems anxious, use softening and signposting:
“Before we go through how to take it, I just need to check a couple of safety questions.”
“I’m asking because some medicines don’t mix well together.”
“We do these checks for everyone, for safety.”
Model micro-dialogue (pharmacy counter).
Clinician/Pharmacist: “Before we go through these, can you tell me what medicines you’re taking at the moment?”
Patient: “Just my diabetes tablets, and sometimes something for heartburn.”
Clinician/Pharmacist: “Thank you. Do you know the names, or do you have a list on your phone? And do you have any allergies, and what reaction do you get?”
Patient: “I’m allergic to penicillin. I got a rash.”
Clinician/Pharmacist: “Thanks for telling me. That’s important. Let me check this prescription carefully with you.”
In the next block, we’ll practise explaining the dose and schedule clearly, but for now your focus is: get the safety details first.
Practice & Feedback
Write what you would say at the start of the medicines conversation.
You are the clinician/pharmacist. The patient is at the counter and looks worried. Write 6–8 lines (one line = one sentence). Include:
a short, warm opening;
at least 2 questions about current medicines (including over-the-counter products);
an allergy question that asks about the reaction;
one sentence that explains why you are checking (patient safety / interactions);
a calm transition into discussing the first medicine.
Use the phrases on the screen where helpful, but make it sound natural in your own English.
Useful phrases you can reuse.
“Before we go through how to take it, I just need to check a couple of safety questions.”
“Can you tell me what medicines you’re taking at the moment?”
“Do you take anything over the counter, like painkillers, cold and flu medicines, or vitamins?”
“Do you have any allergies, and what reaction do you get?”
“I’m asking because some medicines can interact.”
“Let’s look at this one together.”
Patient context (use in your answer).
The patient is going home today.
They have two new medicines.
They are worried about side effects and want clear instructions.
2. Explaining dose and timing clearly.
Now that you’ve done the safety checks, you can move into the part patients really need: a simple, usable schedule. At B2 level, the challenge isn’t knowing the words tablet or capsule. The challenge is making the schedule unambiguous, especially with “twice a day”, “four times a day”, “with food”, and the number of days.
In this block you’ll listen to a short model conversation at the counter. I want you to notice how the clinician breaks the information into small chunks, checks understanding, and avoids overload. Listen for three things: the exact dose and frequency, the timing language, and the small tips that reduce risk, like “try to take it at the same time each day” and “finish the course”.
After listening, you’ll write a clear schedule in your own words. Imagine the patient will take your words home and rely on them, so clarity matters more than sounding clever.
What “clear dose and timing” really means.
Patients often nod even when they are unsure. So your job is to turn a prescription into something the patient can do at home.
When you explain dose and timing, aim to cover:
What it is (name + form): “flucloxacillin capsules”
How much: “one capsule”
How often: “four times a day”
When (time anchors): “breakfast, lunch, evening meal, and bedtime”
How long: “for 7 days”
Extra instructions: “take it with food” / “drink water” / “don’t stop early”
Two ways to make frequency safer.
Option A: Simple pattern
“One capsule, four times a day: breakfast, lunch, evening meal, and bedtime.”
Option B: Approximate times (only if appropriate)
“Roughly 8 am, midday, 6 pm, and 10 pm.”
In many settings, Option A is safer because it fits real life and reduces maths.
Model schedule (what the patient should be able to repeat).
“One capsule, four times a day, with food, for seven days.”
Notice how this is one clean sentence. You can then add one short safety line:
“Try to take it at the same time each day.”
Common clarity problems to avoid.
Vague timing: “Take it regularly.” (Not helpful.)
Missing duration: “Take four times a day.” (For how long?)
Too many details at once: name, dose, side effects, storage, and warning signs in one long paragraph.
In the audio you’re about to hear, the clinician gives the information in a calm order and pauses to check the patient is following.
Practice & Feedback
Listen to the short conversation. Then do two things:
Write the medicine schedule in 2–3 very clear sentences that a patient could follow at home.
Add one checking question to confirm understanding (for example, a teach-back style question).
Keep your language patient-friendly. Include dose, frequency, time anchors (like meals / morning and evening), route/form (tablet/capsule), and duration. Don’t add new medicines that you don’t hear in the audio.
Write your answer as if you are speaking to the patient at the counter.
3. Side effects and when to seek help.
Let’s tackle the part that often raises anxiety: side effects. Patients don’t need a long list of rare possibilities. They need a clear, calm explanation of what is common, what is manageable at home, and what is a warning sign that needs urgent help.
Your English also needs to be patient-friendly. For example, instead of “gastrointestinal upset”, you can say “an upset stomach” or “diarrhoea”. Instead of “hypersensitivity reaction”, say “a rash, itching, swelling, or wheezing”.
In this block you’ll read a short leaflet-style text. You’ll practise translating technical phrases into everyday English, and you’ll practise the key safety line from our phrase bank: if there is a rash or swelling, stop the medicine and seek help urgently.
Aim for a tone that reassures without minimising. You can say “common” and “usually mild”, and then clearly separate out the red-flag reactions.
Why side-effect language needs structure.
If you give side effects as one long list, patients hear only one message: “This medicine is dangerous.” A safer approach is to structure it into three boxes:
“Common side effects include feeling sick or diarrhoea. These are usually mild and settle.”
“But if you develop a rash or swelling, stop taking it and seek help urgently.”
That second sentence is strong on purpose. It is clear, memorable, and safety-focused.
Mini-model explanation (spoken).
“Most people take this without any serious problems. The common side effects are a mild tummy upset, like feeling sick or diarrhoea. Make sure you drink fluids. However, if you get a rash, swelling of your lips or face, or any trouble breathing, stop taking it and get urgent help straight away.”
What you’ll do now.
You’ll read a leaflet-style paragraph. Your job is to turn it into clear, spoken advice for a worried patient, using plain English and a calm tone.
Practice & Feedback
Read the leaflet text below. Then write what you would say to the patient in 4–6 sentences.
Your goals:
Explain 2 common side effects in plain English.
Give one practical tip (for example, fluids, taking with food if appropriate, what to do if mild symptoms occur).
Clearly explain 2 warning signs that need urgent help.
Use one strong safety sentence like: “If you develop a rash or swelling, stop taking it and seek help urgently.”
Keep the tone calm and reassuring, but do not minimise the warning signs.
Leaflet extract (flucloxacillin).
Possible side effects:
Very common: mild gastrointestinal disturbance.
Common: nausea, diarrhoea.
Stop taking and seek urgent medical attention if you notice signs of a hypersensitivity reaction, such as urticaria, wheezing, facial swelling, or difficulty breathing.
Advice:
Maintain adequate hydration.
Complete the full prescribed course unless advised otherwise by a clinician.
4. Missed doses, interactions and a quick teach-back check.
So far you’ve covered safety checks, the schedule, and side effects. Now we’ll practise two high-risk moments: missed doses and interactions. Patients often ask, “What if I forget?” and if you answer vaguely, they may double-dose or stop completely.
The good news is you don’t need complex grammar here. You need clear condition language: “If you miss a dose… unless…”. That “unless” is doing important safety work.
We’ll also bring in teach-back. Teach-back isn’t a test. It’s a safety check that protects the patient and protects you. The tone matters: you can frame it as your responsibility, not their failure. A phrase like, “Just so I know I’ve explained it clearly, how will you take it?” is respectful and very effective.
In the task, you’ll run a short chat-style exchange. You’ll respond as the clinician, and you’ll use teach-back to confirm the plan before the patient leaves.
Missed doses: the safest pattern.
For many medicines, a standard, patient-friendly pattern is:
“If you miss a dose, take it when you remember, unless it’s nearly time for the next one.”
“If it’s nearly time for the next one, skip the missed dose and go back to your normal schedule.”
“Don’t take a double dose.”
This is simple, memorable, and prevents accidental overdose.
Interactions: keep it real and specific.
Patients may not think of “medicines” as including:
cold and flu remedies
herbal products
painkillers like ibuprofen
A clear, non-judgemental way to ask:
“Do you take anything over the counter, like painkillers, cold and flu medicines, or vitamins?”
Then you can add a practical boundary:
“If you’re not sure whether something is safe with this antibiotic, check with the pharmacy before you take it.”
Teach-back that feels respectful.
Teach-back works best when you make it about your communication:
“Just so I know I’ve explained it clearly, how will you take it?”
“Can you talk me through your plan for today and tomorrow?”
Avoid sounding like you’re testing them:
Not: “Do you understand?” (They will usually say yes.)
Better: “What will you do if you miss a dose?”
Micro-script you can reuse at work.
“Before you go, if you miss a dose, take it when you remember, unless it’s nearly time for the next one. In that case, skip it and continue as normal. Don’t take two doses together. Just so I know I’ve explained it clearly, can you tell me how you’ll take it over the next few days?”
In the activity, you’ll use this style in a short chat.
Practice & Feedback
Write a short chat-style conversation (about 8–10 messages total).
Roles:
You are the clinician/pharmacist.
The other person is the patient.
Situation:
The patient says: “I’m worried I’ll forget a dose. And I sometimes take cold and flu tablets. Is that OK?”
Your job:
Explain missed-dose advice clearly using an if/unless pattern.
Ask one question about over-the-counter medicines.
Use teach-back to confirm understanding (for example: “Just so I know I’ve explained it clearly…”).
Write the full chat with labels like Clinician: / Patient:. Keep the tone calm and supportive.
Helpful lines you can use.
“If you miss a dose, take it when you remember, unless it’s nearly time for the next one.”
“If it’s nearly time for the next one, skip the missed dose and carry on as normal.”
“Don’t take a double dose.”
“Do you take anything over the counter, like cold and flu medicines or painkillers?”
“If you’re not sure, check with the pharmacy before you take it.”
“Just so I know I’ve explained it clearly, how will you take it?”
5. Write a clear discharge medicines explanation.
You’ve practised the key parts in small pieces. Now we’ll combine them into a short, written discharge-style explanation. Think of this as the note you might give verbally and also document or print for the patient: short, structured, and easy to follow.
A strong medicines explanation has a predictable shape. First, name the medicines and what they’re for in plain English. Next, the schedule: how much, how often, when, and how long. Then side effects: common and usually mild, plus the urgent warning signs with clear actions. Finally, the safety-net style closing for medicines: what to do if there’s a problem, who to contact, and one teach-back line.
In writing, extra words often make things less clear. So aim for short sentences, one idea at a time, and use line breaks. Imagine the patient reading it at 11 pm when they’re tired. They should still be able to follow the plan.
When you’re ready, you’ll write a patient-friendly medicines message based on the case details on the screen.
Your written output: simple, structured, safe.
In real healthcare settings you often need to leave the patient with something they can follow. Even if you are not writing the official discharge summary, you may write a clear medicines message in notes or patient information.
The goal is not to include everything. The goal is to include the right things clearly.
A practical template you can reuse.
1) What it is for (plain English):
“This antibiotic treats the infection.”
2) How to take it (dose + timing + duration):
“Take one capsule four times a day (breakfast, lunch, evening meal, bedtime) for seven days.”
3) Missed dose (simple rule):
“If you miss a dose, take it when you remember unless it’s nearly time for the next one. Don’t take a double dose.”
4) Side effects (common vs urgent):
“Common side effects include feeling sick or diarrhoea.”
“If you develop a rash, swelling, or trouble breathing, stop taking it and seek help urgently.”
5) Closing and contact:
“If you are unsure or symptoms get worse, contact your GP, NHS 111, or the pharmacy.”
6) Teach-back line (respectful):
“Just so I know I’ve explained it clearly, can you tell me how you’ll take it?”
Why this works.
This structure reduces risk because it:
separates routine advice from urgent warning signs;
makes the schedule easy to repeat;
includes a clear action if there is a problem;
checks understanding in a non-judgemental way.
Now you’ll write your own version for a specific patient.
Practice & Feedback
Write a patient-friendly discharge medicines message in 120–170 words.
Use the case details below. Your message must include:
a short opening that shows support (1 sentence);
the schedule for both medicines (dose, timing, duration);
missed-dose advice (1–2 sentences);
2 common side effects and 2 urgent warning signs with clear action;
one teach-back question to confirm understanding;
a clear closing: who to contact and what to do if worried.
Write it as if you are speaking to the patient, but formatted like a clear written message with short lines or short paragraphs.
Case details.
Patient: Mr Patel, 46.
New medicines:
Flucloxacillin capsules 500 mg: Take ONE capsule, FOUR times a day (breakfast, lunch, evening meal, bedtime), for 7 days.
Paracetamol tablets 500 mg: Take TWO tablets up to FOUR times a day if needed for pain or fever. Leave at least 4 hours between doses. Maximum 8 tablets in 24 hours.
Concern: Patient is worried about side effects and about forgetting doses.
Side effects (common): feeling sick, diarrhoea.
Warning signs (urgent): rash/hives, swelling of face/lips, wheezing/trouble breathing.
Advice: Finish the antibiotic course. Drink fluids if diarrhoea. Seek help urgently for allergy symptoms.
6. Full simulation: medicines counselling from start to close.
Time for a full run-through. In a real shift, you don’t deliver medicines advice as separate skills. You do it as one smooth, safe conversation: check the right details, explain the plan clearly, address worries about side effects, and then close with teach-back and next steps.
In this final block, you’ll write the whole interaction in a realistic way, like a mini OSCE station at the pharmacy counter. I want you to keep it human: acknowledge the patient’s worry, use simple language, and move step by step. At the same time, keep your safety priorities: allergies, current medicines, clear dosing, missed dose guidance, warning signs, and a clear action plan.
As you write, imagine the patient is tired and wants to go home. Your job is to be efficient, but never rushed. Use short turns and check understanding at least twice.
When you finish, you should feel you can do this at work with calm, precise language.
Capstone task: one complete, safe medicines conversation.
This is your integrated performance. The situation stays the same: busy discharge/pharmacy counter, worried patient, several medicines.
A strong performance usually includes these stages in order:
Warm start + safety checks
Current medicines (including OTC)
Allergies + reaction
Medicine 1: antibiotic
What it’s for (plain English)
Dose, timing, duration
Common side effects
Urgent warning signs
Missed dose advice
Medicine 2: pain relief
When to use it
Clear spacing and maximum daily dose
Teach-back + close
Teach-back question(s)
Who to contact, and what to do if worried
Mini rubric (self-check before you submit).
Clarity: Are your numbers and timings unambiguous?
Safety: Did you check allergies and current medicines?
Side effects: Did you separate common from urgent and give a clear action?
Teach-back: Did you use a respectful checking question?
Close: Did you give next steps and contact options?
Reference phrases (use them naturally).
“Can you tell me what medicines you’re taking at the moment?”
“Do you have any allergies, and what reaction do you get?”
“You’ll take one tablet twice a day, morning and evening.” (Adapt frequency as needed.)
“If you miss a dose, take it when you remember, unless it’s nearly time for the next one.”
“Common side effects include…”
“If you develop a rash or swelling, stop taking it and seek help urgently.”
“Just so I know I’ve explained it clearly, how will you take it?”
“Here’s what to do if you have any problems.”
Now write your full conversation. Keep it realistic: short turns, calm tone, and clear signposting.
Practice & Feedback
Write a full chat-style simulation of a pharmacy/discharge medicines conversation.
Length:12–16 messages total.
Roles:
You: Clinician/Pharmacist
Other person: Patient (Mr Patel)
You must include:
allergy + reaction check;
current medicines check (including over-the-counter);
clear instructions for flucloxacillin and paracetamol (include max 8 tablets/24h and 4-hour spacing);
common side effects + urgent warning signs with clear action;
missed-dose advice for the antibiotic;
at least two understanding checks, including one teach-back (“Just so I know I’ve explained it clearly…”);
a closing with contact advice.
Write it with labels (Clinician:/Patient:). Make it feel real and efficient, like a busy shift.
Patient cues (use these to make it realistic).
Patient: “I’m allergic to penicillin. I got a rash when I was a teenager.”
Patient: “I take metformin for diabetes, and sometimes I take heartburn tablets.”
Patient: “I’m worried about side effects. What should I look out for?”
Patient: “What if I forget one dose?”
Patient: “OK… I think I understand, but I’m not totally sure about the paracetamol.”
Medicine facts to include.
Flucloxacillin 500 mg: 1 capsule, 4 times a day (breakfast/lunch/evening meal/bedtime), 7 days, finish course.
Paracetamol 500 mg: 2 tablets up to 4 times/day if needed, at least 4 hours between doses, max 8 tablets/24 hours.
