Communication Course Research Articles

Physician-Patient Communication Course: When the Inauguration of a New Israeli Medical School Coincided with COVID-19 Pandemic.

The curriculum of the Adelson School of Medicine at Ariel University, the newly established sixth medical school in Israel, includes a simulation center-based extended course on physician-patient communication, aiming to help students master the core competency of interpersonal and communication skills. For more than a year following the emergence of the COVID-19 pandemic, the school suspended most face-to-face (F2F) encounters, transforming most teaching activities to remote platforms. The paper outlines the ways we adapted teaching of this course to these circumstances, the reactions of students and mentors to the changes and results of 1st year students' survey. During the lockdown in the first year 48 of 70 first-year students participated in a voluntary anonymous online evaluation of the course assessing motivation to become a physician; perceptions, feelings and attitudes towards the communication course, and advantages and disadvantages of online and F2F medical interviews. 46.1% of the responding students reported that the pandemic strengthened their desire to become physicians. 56.3% claimed that they were able to a relatively large extent to empathize with COVID-19 patients who were exposed to the virus; 79.1% viewed their mentors as positive role models of communication skills. The students were able to receive and offer social support to their peers. They evaluated very highly the short instructional videos produced by the faculty. During the lockdown, the respondents generally indicated positive attitudes towards the communication course, the mentors and the inclusion of physician-patient communication as a topic in medical education. The students and mentors reported many disadvantages and few advantages of remote learning. Yet inevitably remote learning including online-based simulations is a step towards preparations for future practice within virtual medical care and telemedicine. The limitations of this study include the cross-sectional design, small sample size and self-reporting.

Research on Innovative Teaching Reform of Mobile Communication Course in Applied Undergraduate Education

Currently, with the rapid construction of 5G base stations and the rapid growth of 5G terminal connections in China, mobile communication users have surged. This has prompted applied undergraduate students majoring in communication engineering to face more urgent needs. As an important course in the field of communication engineering, mobile communication plays an important role in the development of students' abilities. Therefore, this study focuses on the problems in the teaching of the mobile communication course for applied undergraduate students. Through optimizing teaching content, adopting diversified teaching methods, and practicing with dual teachers, mobile communication content is integrated throughout the entire teaching process. This can stimulate students' interest in learning and promote the development of their comprehensive abilities.

Agricultural Communication Students’ Media Writing Self-Perception in an Introductory Course

To be successful in the workforce agricultural communication students must develop strong writing skills. Students’ self-perception of their media writing plays a large role in both their success and satisfaction with their own writing and the writing process. In this study, students in an introductory agricultural communication course (n = 30) were administered a pre- and post-test survey based on the Media Writing Self-Perception instrument developed by Kuehn and Lingwall (2018). Students’ total media writing self-perception scores slightly increased between the pre- (M = 26.833) and post-tests (M = 28.100). This total score suggests that students had neither excessive confidence nor anxiety in their writing abilities. Educators in agricultural communication programs should use this research to offer students opportunities that will improve their writing self-efficacy, and in turn their Media Writing Self-Perception scores.

Стиль как реляционная поливалентная категория

The modern theory of style requires clarification of some aspects of this multifaceted phenomenon, because of its absolute anthropocentric and functional nature, as well as the resultant immanent connection of style not only with linguistic elements but also with extralinguistic factors. The study shows that such clarifications are largely related to style characteristics, such as relationality, which is the explicit expression of the relationship between the language and the person using it in specific types of speech activities and communications in the style and through it, polyvalence or the ability to express not one, but a whole bunch of correlative ties between language units and non-language phenomena, alternativity, which means an implication of the will expression of a linguistic persona in the style category. This will expression is aimed at consciously choosing from two or more options available to the linguistic persona based on the resources of the appropriate language and language experience to utter the desired message. As a modus of formulating a specific functional-conceptual whole realized through the interconnected set of features of a systemic-structural formation that can be distinguished and interpreted, style is a crucial parameter of utterance, text and discourse. Being the specific functional-conceptual whole formulation modus, it is realized through the interconnected set of features of a systemic-structural formation that can be distinguished and interpreted. Recognition of stylistic information contained in the holistic statements formulation modus optimizes the successful course of speech communication.

Munāsabat Muḥtawá Qanāt “Arabian Fairy Tales” bi-Muḥtawá Taʿlīm al-Lughah al-ʿArabīyah lil-Aṭfāl maʿa al-Muqarrar al-Ittiṣālī bi-Marhalat al-Adná

This research aims to determine the eligibility of the video content in the “Arabian Fairy Tales” channel with the Arabic language teaching content and the communication course at the lower level. The method used is documentation. The data source used in this research was obtained from the Arabian Fairy Tales channel. The analytical methods used are data reduction, data presentation, and conclusion. The results of this research are that in terms of categorizing the topics in the “Arabian Fairy Tales” channel, there are 45 videos that can be used as teaching materials for learning the Arabic language using the communication approach at a lower level, such as personal identity, home and family, and education. The videos in the previously analyzed Arabian Fairy Tales channel are appropriate in terms of content, presentation, language, and imagery to the standards established by the National Education Standards Agency (BSNP) in terms of content, presentation, language, and image.

Co-constructing evaluation tools for role-play exercise in dentistry communications courses.

Co-constructing evaluation tools for role-play exercise in dentistry communications courses.

THE PHENOMENON OF PEJORATIVENESS IN THE SPEAKER'S BEHAVIOR

THE PHENOMENON OF PEJORATIVENESS IN THE SPEAKER'S BEHAVIOR

Crisis communication for public organizations: Examining Pakistan Railways' use of information technology and social media for image repair

AbstractThis study examines the induction of information technology and the use of image‐repair focused crisis response strategies on social media by Pakistan Railways amid a recent crisis. A mix‐method based content analysis (i.e., qualitative and quantitative) to investigate whether and if so, how Pakistan Railways used Benoit's suggested image restoration strategies on social media to repair its image among customers and in print media. Our results show that Pakistan Railways predominantly used reducing the offensiveness of event (40%), followed by corrective action (34.6%), evasion of responsibility (10.6%), denial (8%) and mortification (6.4%) strategies, respectively. In addition, the use of image‐repair focused crisis response strategies significantly varied by social media platform. An analysis of the publics' emotions found in their online comments reveals that, during the course of the organizational crisis communication, negative public emotions gradually subsided into ambivalent ones; and contrary to a highly negative newspaper coverage tone in the beginning of the crisis, the introduction of the Twitter handle has associated with more positive media coverage afterward. Theoretical and practical implications, especially the need for advancing social‐mediated crisis response effectiveness in developing countries, are discussed.

EFFECTIVENESS OF IMPLEMENTING DIFFERENTIATED INSTRUCTION IN THE ENGLISH FOR SPECIFIC PURPOSES CLASSROOM IN HONG KONG

The academic benefits of differentiated instruction are supported in western culture, although to date the majority of research conducted has concentrated in the Middle East and in Greece, and in primary and secondary instruction. Despite its relative novelty in Hong Kong, and the fact that it is under-researched regarding its effectiveness, a pilot study has been conducted at a tertiary institution in Hong Kong to explore implementing differentiated instruction in the ESL/EFL/ESP Classroom for learners from different educational backgrounds. To examine and determine its effectiveness, all Year 2 Nursing and Social Work students (N = 319) were included in the research study, and the students’ English skills were assessed by classifying them by a screening test into 3 ability groups, for each of whom three tiered tasks were assigned for completion at three different points of the semester. At the end of the semester, the findings were analysed with t-tests and a post-course student survey to determine the change in comprehension skills, learning motivation, classwork preferences, and study approaches. The relationship between each factor and English skill was assessed using correlation coefficients. The study has demonstrated that adopting the differentiated instruction approach in English and communication courses enhances students’ English ability in tertiary education in Hong Kong. In particular, substantial improvement is observed in both “lower ability” students and “mid-level ability” students, notably in grammar, syntax and inference-making skills, while the student survey responses reveal students’ learning preferences, as well as their cognitive and psychological elements to warrant further research.

Эмоциональный интеллект педагога как необходимое условие воспитания эмоциональной отзывчивости у младших школьников

The article is devoted to one of the most important aspects of psychological and pedagogical support of the process of educating younger schoolchildren, namely, the formation of an emotional component in the structure of a developing personality. Emotional responsiveness of children, its content and features of manifestation depend on many factors and conditions, among which a special place is occupied by the emotional intelligence of the teacher as the central subject of educational activity, managing and controlling the entire course of pedagogical communication, which, in turn, affects the mental development, behavior and further socialization of students. The authors of the article, based on the results of an empirical study, analyze the psychological and pedagogical resources of the emotional intelligence of a teacher, whose creative and cognitive components directly and indirectly determine the ability of a younger student to empathy, empathy, responsiveness, empathy.
 In the proposed material, the emphasis is placed on the fact that the emotional intelligence of a teacher is an active motivating condition for the personal development of schoolchildren, and therefore requires a deeper study in the context of education in the educational environment of the school.

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

Intercultural communication competence and skills have become increasingly essential for translators to succeed in the global language industry. While some university translation programs offer a specific course explicitly covering intercultural communication, others teach it implicitly, embedding it in other practical courses. The main aim of the study is to shed light on the ways of adapting intercultural communication courses for translation and interpreting students by uncovering student perceptions of the relationship between intercultural awareness and translation and discussing the role of cross-cultural interaction-oriented assignments with a metacognitive approach, giving impetus to the aspiration of self-improvement and life-long learning. For this purpose, we conducted this research at a state university in Turkey during a 14-week Intercultural Communication course in the 2021/2022 spring semester. Our data-gathering method is based on focus group discussions and qualitative content analysis on student assignments using MAXQDA 2020. Following the analysis, three main themes have been identified: experiencing intercultural interaction, building intercultural awareness, and developing intercultural competence and skills. The results of the study show that an interpersonal and practical assignment contributes to translation students’ intercultural competence in several aspects: gaining self-confidence, improving their intercultural sensitivity and mindfulness, noticing cultural stereotypes, and reflecting on cultural similarities and differences. Furthermore, benefiting from a self-reflexive approach, students realized that being aware of the effects of cultural differences, as well as commonalities in mindset, language, and certain behaviors is a necessary skill for future translators.

New Opportunities for Japanese Universities to Internationalize Communication Courses

Due to the economic sluggishness seen in Japan over the past few decades and the shrinking inward investment market, the Japanese government has introduced educational reforms in order to foster “global human resources” able to compete with overseas talent. One key area of emphasis has been communication education with a special focus on English. In this article, after reviewing the government’s reform plans, the author will analyze (1) how Japanese universities have incorporated these policies into their organizations, with an emphasis on the country’s internationally top-rated universities, and (2) how individual instructors have modified them for their own classes, with reference to a specific case of a successful partnership with an overseas university. Based on the analyses, future opportunities for communication studies will be highlighted in “Discussion” section, including stronger and more flexible ties with overseas universities, in particular among the Asia-Pacific Region, and how a country of non-native speakers of English could show initiative in developing collaborations with overseas universities.

IMPLEMENTING FRAMEWORK OF CEFR FOR TEACHING ENGLISH LANGUAGE IN NON-ENGLISH STUDY PROGRAM

The assumption that English lessons are difficult makes some students feel reluctant to improve their English skills. This learning difficulty has an impact on the decline in academic achievement of students who are running this education. For this reason, the author felt the need to conduct a study on how effective the CEFR with an action-oriented approach is used in teaching English. This research was conducted by determining the students' actual level of English proficiency, setting achievable learning goals, and assisting students in more purposeful learning. The CEFR is a frame of reference used to measure a person's language ability, including English. This study is quantitative research. To measure the effectiveness of the study, pre and post-test assessments were used. The value of the pre and post-test assessment is the research data. The instrument used to collect data was the assessment of the English for Communication course. The respondents of this study were 63 students of Informatics Engineering and Information Systems 1st semester, Institut Bisnis dan Informatika 1957. The average score of students before and after the provision of CEFR material is different or there is an effect of increasing student scores from 55 to 72. It is very important to adjust the CEFR to the context and needs of students because the CEFR is a framework and not a curriculum. The findings of this study imply the following, namely recognizing the proficiency level of the learners: This study can reveal the proficiency level of English learners which can help align the curriculum with the CEFR levels. Determining areas of strength and weakness. Furthermore, this information can help design courses and select materials and activities that suit the needs of students and their proficiency levels. Lecturers can create instruments for assessment and evaluation using the CEFR framework.

How to cross the line: design principles for interdisciplinary education

Background: Interdisciplinary learning is gaining popularity in higher education worldwide. Currently, knowledge about how to appropriately design interdisciplinary education is still lacking. The current study presents the iterative development, pilot, and implementation of an interdisciplinary course in healthcare communication. Methods: We used a design-based educational research approach in four phases to construct the program. In phase 1, we conducted a narrative review of the literature and distilled several prerequisites for interdisciplinary learning. In phase 2, we implemented two pilot courses with a focus on the content and the interdisciplinary context of the course. In research phase 3, we implemented the course during three consecutive years, with yearly evaluations of the course. In phase 4, we distilled design principles based on evaluation and reflection of the previous research phases. Results: We elaborate on the various components of the design itself. Furthermore, using data from surveys, panel discussions and interviews, we reflect on the content and outcomes of the interdisciplinary course. We propose seven evidence-informed ‘crossing the line’ design principles for future interdisciplinary education. Conclusions: The developed design principles pertain to interdisciplinary education in general and transcend subject-specific boundaries. The design principles are applicable in a wide range of higher education disciplines.

Words that don’t translate: investing in decolonizing practices through translanguaging

Drawing on the pedagogical framework of critical multilingual language awareness, this article demonstrates how the production of a YouTube video explaining lexical gaps can help language learners construct a translanguaging space and invest in decolonizing practices. Based on a study examining the language and literacy practices of university students in Hong Kong, it explores how English majors enrolled in a communications course created three-minute videos explaining Cantonese words that do not have equivalent terms in English. By explaining these translational gaps, learners were able to not only reflect on their languages and cultures, but also articulate a cognitive and affective awareness of the way language works. They were able to initiate translanguaging practices that displaced the privileged position of English and enabled them to resist colonial ways of knowing. Learners reframed their identities as knowledgeable experts who had the authority to speak confidently about their L1, while the non-Cantonese speaking instructor became learner and listener. By reconfiguring relations of power, learners were able to initiate and invest in decolonizing practices that asserted their identities as legitimate, multilingual speakers and enabled them to claim the right to speak.

Science Communication Training Imparts Confidence and Influences Public Engagement Activity.

The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology (ASBMB) launched the Art of Science Communication course in 2015 in order to provide scientists at all career stages with introductory science communication training. In 2020, we conducted a retrospective survey of former participants to evaluate how the course had impacted participants' science communication behaviors and their confidence engaging with nonexperts, as well as other benefits to their professional development. We found that scientists were significantly more likely to communicate with nonexpert audiences following the course compared to before (77% versus 51%; P < 0.0001). In addition, quantitative and qualitative data suggested that scientists were more confident in their ability to communicate science after completing the course (median of 8, standard deviation [SD] of 0.98 versus median of 5, SD of 1.57; P < 0.0001). Qualitative responses from participants supported quantitative findings. This suggested that the Art of Science Communication course is highly effective at improving the confidence of scientists to engage with the public and other nonexpert audiences regardless of career status. These data-driven perspectives provide a rationale for the implementation of broadly accessible science communication training programs that promote public engagement with science.

Enhancing patient-centred care in Taiwan's dental education system: Exploring the feasibility of doctor-patient communication education and training

Background/purposeImproved communication can optimize treatment outcomes and patient satisfaction. Findings emphasize the need for tailored communication strategies based on patient characteristics. Implementing communication courses can enhance patient-centered care and reduce conflicts. Therefore, this study examined the feasibility of integrating doctor-patient communication education in Taiwan's dental education system. Materials and methodsUsing interviews and questionnaires, we conducted descriptive statistics and generalized linear mixed-effects model analysis on the importance of doctor-patient communication from the dentist and patient perspectives. ResultsMore than 600 patient surveys and four interviewed dentists with 20+ years of experience stressed doctor-patient communication in dentistry. Patients' age and income were positively related to the emphasis on physician-patient communication but negatively associated with dental assistants' communication. Dentists valued communication education but differed in its execution and importance. ConclusionIt is recommended to initiate dentist-patient communication education during university studies and continue its practice to adapt to the changing societal dynamics. Individuals with higher socioeconomic status and older age show a greater appreciation for dentist-patient communication, potentially driven by self-promotion, thereby highlighting the diverse nature of doctor-patient relationships. Based on our findings, we suggest to implement the doctor-patient communication courses in Taiwan.

Redefining liberal arts education in the twenty-first century

Redefining liberal arts education in the twenty-first century

Empowering Learners With Autonomous Learning Strategies in EFL Classroom Through Extensive Reading Strategy Training

This study aimed to investigate the effects of extensive reading strategy training (ERST) on autonomous learning strategies (ALSs) that English language learners use in an EFL context. Sixty-one undergraduate first-year social science university students participated in the study. These samples were assigned to two modalities: a control group, which involved 31 students, and an experimental group, which involved 30 students. During the experiment, the participants in the control group took only the institute's regular communicative English language course, and the participants in the experimental group received ERST intervention in addition to the existing procedures of the communicative English language course. The intervention focused on extensive reading strategies training integrated with learner autonomy framework to induce them to work with ALSs. To conduct the study, the current researcher employed the concurrent triangulation design and collected the data within ten week-period via questionnaire and interview designed for comparable groups. By controlling for any pre-existing differences and analyzing the quantitative data, the current researcher employed one-way ANCOVA and analyzed the interview data thematically. Finally, the study reveals the potential of ERST for increasing ALSs used by EFL learners and affords practical guidelines to language teachers on how to incorporate ERST into EFL classrooms.

Faculty Reflective Practice in a Postsecondary Interpersonal Communications Course with Indigenous Alaska Native First-Generation Students

This paper provides a practical model of John Dewey’s reflective practice to support post-secondary faculty in gaining insight into authentic applications for solving issues in collegiate classrooms. Issues are thoughtfully and thoroughly examined to clarify relevant aspects accurately and brought into focus. Perceived reasons for the problems are evaluated with the reality of professional boundaries in place. Reasons for the problems are explored. Supporting research reveals three significant barriers: content barriers, self-reflection techniques, and lack of knowledge of Indigenous ways of knowing. Decisions are made based on real-world experiences coupled with research. Considerations for the battle of academic Chronos time versus Indigenous Kairos time are addressed along with validation of reduction of assessments and culturally relevant pedagogy that honors indigenous instructional design to support Indigenous Alaska Native first-generation student success in a general education communications course. The paper provides a framework to reinforce post-secondary instructors’ professional growth and maturity.