Engaging Pre-Med Students in Field-Related Dialogue: Best Practices for a Dialogic Approach to a Health-Specific Oral Communication Course

Autor/in	Grecu, Natalie C.
Titel	Engaging Pre-Med Students in Field-Related Dialogue: Best Practices for a Dialogic Approach to a Health-Specific Oral Communication Course
Quelle	In: Journal of Communication Pedagogy, 6 (2022), S.255-262 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2640-4524
Schlagwörter	Premedical Students; Speech Communication; Information Dissemination; Nonverbal Communication; Patients; Physician Patient Relationship; Best Practices; Interpersonal Communication; Group Discussion; Course Objectives + Suchen Sie Ihr Suchwort? Informationsverbreitung; Non-verbal communication; Nonverbale Kommunikation; Patient; Arzt-Patient-Beziehung; Interpersonale Kommunikation; Gruppendiskussion
Abstract	Using a dialogic framework as the backdrop to course curriculum, I developed an Oral Communication course for pre-med students with the goal to enhance students' public speaking skills while also incorporating health communication and applied communication research and activities to create opportunities for engagement. I propose best practices for teaching pre-med oral communication by deconstructing "bedside manner," emphasizing a dialogic, audience-centered approach to communication, illustrating the praxis of genuine communication, creating a supportive climate through nonverbal and small group communication tenets, and creating a space to practice genuine communication. Using this approach, the layperson understanding of "bedside manner" becomes an intersection of these areas to better understand the complexities of physician-patient communication. (As Provided).
Anmerkungen	Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01