First year communication and physiology classes collaboate for iTunesU content creation. A Practice Report

John Harrison,Hardy Ernst

doi:10.5204/intjfyhe.v3i1.73

Abstract

This practice report addresses the student experience of a communication-based learning task completed as both a cross-disciplinary and cross-campus collaboration. The project aimed to equip future health science professionals to use 'new' media to communicate physiological science to non-professional audiences, and future communication professionals to interpret a technically complex brief, and render it accurately for non-scientific audiences. This approach seeks to embed an understanding of the significance of communicating science in the professional socialisation of both health science and communication graduates; and to begin that embedding process from the first year of higher education. We found that while physiology students were challenged by having to render science in terms understood by lay people; and the communication students experienced difficulty in comprehending the science, and in rendering that science in visual language, both cohorts reported the experience enhanced their respective communication capacities, and they valued the intra-cohort collaboration.

Highlights

Health professionals are being required to communicate clearly and unambiguously with patients and clients about the causes and prognoses of disease
Students in BIOM1000 Physiology of the Human Body, wrote a video production brief setting out the physiological science involved
The final cut was vetted by the physiology students for accuracy and scientific integrity, and the final cuts presented at a joint half day showcase in the final week of the semester

Summary

Introduction

Health professionals are being required to communicate clearly and unambiguously with patients and clients about the causes and prognoses of disease. The physiology students reported that the most challenging aspects of the project were working in teams and producing the science brief. The components that they named as most enjoyable were learning about the topics and the end product created as part of the collaboration. One quarter (n=23) reported unprompted that experience of working in a team was enjoyable, commenting positively on “good team dynamics,” “working with peers,” “making new friends” as the most enjoyable aspect of the project They reported enjoying learning new skills such as “producing the storyboard and communicating online,” “filming and concept development,” and “creative freedom and being provided with the technical information.”. The components that students named as most enjoyable were learning new production skills, learning about science, and working in a collaborative environment

Discussion

Findings

Conclusion