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Conference Paper: Technology-rich learning environments to support emotional regulation: a case study of the relationship between physician regulation and patient coping

TitleTechnology-rich learning environments to support emotional regulation: a case study of the relationship between physician regulation and patient coping
Authors
Issue Date2013
PublisherAmerican Educational Research Association (AERA).
Citation
The 2013 Annual Meeting of the American Educational Research Association (AERA), How to Cite?
AbstractLearning to monitor and regulate one’s emotions in an academic setting is a task that all students must engage in. A unique characteristic of medical education programs is that medical students must learn to regulate their own emotions simultaneously with the task of also understanding and managing their patients’ emotions when learning to communicate bad news. A TRE was designed to connect Canadian and Chinese medical students with tutors in Hong Kong and Canada to explore the relationship between patient coping styles and emotion regulation while delivering bad news. This study shows this TRE to be a feasible prototype for fostering positive patient-physician communication during the disclosure of bad news.
DescriptionTheme: Education and Poverty: Theory, Research, Policy and Praxis
Division C Section 3b Poster Session: E-Learning and Student Activities and Outcomes
Persistent Identifierhttp://hdl.handle.net/10722/187701

 

DC FieldValueLanguage
dc.contributor.authorLajoie, SPen_US
dc.contributor.authorCruz-Panesso, Ien_US
dc.contributor.authorSummerside, Cen_US
dc.contributor.authorKazemitabar, Men_US
dc.contributor.authorPoitras, EGen_US
dc.contributor.authorWiseman, Jen_US
dc.contributor.authorHmelo-Silver, CEen_US
dc.contributor.authorLu, Jen_US
dc.contributor.authorChan, LKen_US
dc.date.accessioned2013-08-21T07:09:18Z-
dc.date.available2013-08-21T07:09:18Z-
dc.date.issued2013en_US
dc.identifier.citationThe 2013 Annual Meeting of the American Educational Research Association (AERA),en_US
dc.identifier.urihttp://hdl.handle.net/10722/187701-
dc.descriptionTheme: Education and Poverty: Theory, Research, Policy and Praxis-
dc.descriptionDivision C Section 3b Poster Session: E-Learning and Student Activities and Outcomes-
dc.description.abstractLearning to monitor and regulate one’s emotions in an academic setting is a task that all students must engage in. A unique characteristic of medical education programs is that medical students must learn to regulate their own emotions simultaneously with the task of also understanding and managing their patients’ emotions when learning to communicate bad news. A TRE was designed to connect Canadian and Chinese medical students with tutors in Hong Kong and Canada to explore the relationship between patient coping styles and emotion regulation while delivering bad news. This study shows this TRE to be a feasible prototype for fostering positive patient-physician communication during the disclosure of bad news.-
dc.languageengen_US
dc.publisherAmerican Educational Research Association (AERA).-
dc.relation.ispartofAERA Annual Conference 2013en_US
dc.titleTechnology-rich learning environments to support emotional regulation: a case study of the relationship between physician regulation and patient copingen_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.naturelink_to_OA_fulltext-
dc.identifier.hkuros219485en_US
dc.identifier.hkuros219996-
dc.publisher.placeUnited States-

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