Fostering Professional Communication Skills of Future Physicians and Teachers: Effects of E-Learning with Video Cases and Role-Play

Autor/inn/en	Gartmeier, Martin; Bauer, Johannes; Fischer, Martin R.; Hoppe-Seyler, Tobias; Karsten, Gudrun; Kiessling, Claudia; Möller, Grit E.; Wiesbeck, Anne; Prenzel, Manfred
Titel	Fostering Professional Communication Skills of Future Physicians and Teachers: Effects of E-Learning with Video Cases and Role-Play
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 43 (2015) 4, S.443-462 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-014-9341-6
Schlagwörter	Physician Patient Relationship; Parent Teacher Cooperation; Medical Students; Student Teachers; Video Technology; Feedback (Response); Role Playing; Teaching Methods; Experimental Groups; Control Groups; Comparative Analysis; Interpersonal Communication; Communicative Competence (Languages); Program Effectiveness; Educational Technology; Prior Learning; Cognitive Ability + Suchen Sie Ihr Suchwort? Arzt-Patient-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Unterrichtsmedien; Vorkenntnisse; Denkfähigkeit
Abstract	This study investigated the effectiveness of three different versions of a training programme on physician-patient and teacher-parent conversations for medical students and student teachers. The research questions concerned the differential effects of e-learning featuring contrastive video cases, role-play including video feedback and their combination. The training effects were tested to determine whether they were similar across both professional domains. In a randomised controlled trial (N = 168), three training conditions were prepared using a wait-list control group. The assessment of communication competence was based on videotaped communications between the participants and simulated patients/parents (i.e., trained actors). The results of planned contrast analyses corroborated the study expectations: first, a strong overall treatment effect was observed. Second, the combined condition was more effective than e-learning and role-play alone when controlling for prior knowledge and cognitive ability. Third, e-learning proved more effective than role-play. Exploring interaction effects indicated that student teachers benefited more from the training than medical students. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01