File Download

Conference Paper: A case-study exploring the role of affect and culture in communicating bad news: technology triggers for problem based learning and practice

TitleA case-study exploring the role of affect and culture in communicating bad news: technology triggers for problem based learning and practice
Authors
Issue Date2011
PublisherRoyal College of Physicians and Surgeons of Canada
Citation
The 2011 Simulation Summit of the Royal College of Physicians and Surgeons of Canada (RCPSC), Montreal, QC., 3-4 November 2011. How to Cite?
Abstract
A case study is presented of an international technology rich learning module that uses a problem based learning video based approach to trigger student learning issues about giving bad news to HIV patients. The role of emotion and culture is explored in this context. Mixed groups of medical students from Canada and Hong Kong work with facilitators from each country. Technology supports PBL through the use of transparent examples of how experts solve cases involving physician-patient communication. Adobe connect supports the international model through synchronous video interaction and shared applications. After the instructional sessions, each student practices giving bad news to standardized patients using video-conferencing tools. Students receive feedback on their physician-patient communication from experts assessing their performance. The case study supports several types of data analyses. Pre-post test measures address students’ motivation and ability to identify the important aspects of physician-patient communication. The instructional discourse will be analyzed for: the type of affective content considered pertinent to each case, cultural differences between Canada and Hong Kong students, and types of instructor facilitation. The practice discourse with standardized patients examines student ability to transfer what they have learned from the instructional models to patient communication skills. We anticipate that medical students will improve their ability to regulate physician-patient communication. Such regulation will include cognitive, metacognitive, and emotional regulation of knowing what to do and when to do it, and knowing how to communicate in a manner that is most appropriate given a set of circumstances.
DescriptionPoster Presentations: abstract no. P-35
Persistent Identifierhttp://hdl.handle.net/10722/153441

 

DC FieldValueLanguage
dc.contributor.authorLajoie, SPen_US
dc.contributor.authorLu, Jen_US
dc.contributor.authorHmelo-Silver, Cen_US
dc.contributor.authorWiseman, Jen_US
dc.contributor.authorChan, LKen_US
dc.date.accessioned2012-07-16T12:25:44Z-
dc.date.available2012-07-16T12:25:44Z-
dc.date.issued2011en_US
dc.identifier.citationThe 2011 Simulation Summit of the Royal College of Physicians and Surgeons of Canada (RCPSC), Montreal, QC., 3-4 November 2011.en_US
dc.identifier.urihttp://hdl.handle.net/10722/153441-
dc.descriptionPoster Presentations: abstract no. P-35-
dc.description.abstractA case study is presented of an international technology rich learning module that uses a problem based learning video based approach to trigger student learning issues about giving bad news to HIV patients. The role of emotion and culture is explored in this context. Mixed groups of medical students from Canada and Hong Kong work with facilitators from each country. Technology supports PBL through the use of transparent examples of how experts solve cases involving physician-patient communication. Adobe connect supports the international model through synchronous video interaction and shared applications. After the instructional sessions, each student practices giving bad news to standardized patients using video-conferencing tools. Students receive feedback on their physician-patient communication from experts assessing their performance. The case study supports several types of data analyses. Pre-post test measures address students’ motivation and ability to identify the important aspects of physician-patient communication. The instructional discourse will be analyzed for: the type of affective content considered pertinent to each case, cultural differences between Canada and Hong Kong students, and types of instructor facilitation. The practice discourse with standardized patients examines student ability to transfer what they have learned from the instructional models to patient communication skills. We anticipate that medical students will improve their ability to regulate physician-patient communication. Such regulation will include cognitive, metacognitive, and emotional regulation of knowing what to do and when to do it, and knowing how to communicate in a manner that is most appropriate given a set of circumstances.-
dc.languageengen_US
dc.publisherRoyal College of Physicians and Surgeons of Canada-
dc.relation.ispartofRoyal College’s 2011 Simulation Summiten_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleA case-study exploring the role of affect and culture in communicating bad news: technology triggers for problem based learning and practiceen_US
dc.typeConference_Paperen_US
dc.identifier.emailLu, J: jingyan@hku.hken_US
dc.identifier.emailChan, LK: lapki@hkucc.hku.hken_US
dc.identifier.authorityLu, J=rp00930en_US
dc.identifier.authorityChan, LK=rp00536en_US
dc.description.naturepostprint-
dc.identifier.hkuros201900en_US
dc.publisher.placeCanada-
dc.description.otherThe 2011 Simulation Summit of the Royal College of Physicians and Surgeons of Canada (RCPSC), Montreal, QC., 3-4 November 2011.-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats