How to refer to ‘diabetes’? Language in online health advice

Bromme, Rainer; Jucks, Regina; Wagner, Thomas

doi:10.1002/acp.1099

Cited by 48 publications

(40 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The ideas of Clark (Clark, 1996, Clark & Murphy, 1982 on how a speaker uses certain hints to make inferences on his or her knowledge have proven to be particular inspiring, also from a practical point of view. For instance, Bromme, Jucks & Wagner (2005) could show in a health counselling context how medical experts adjust the content and wording of their advice to the technicality of fictitious patient inquiries.…”

Section: Addressing Comprehensibilitymentioning

confidence: 99%

The Educational Research-Practice Interface Revisited: A scripting perspective

Bauer

Fischer

2007

Educational Research and Evaluation

View full text Add to dashboard Cite

The question of how the realms of research and practice might successfully relate to one another is a persisting one, and especially so in education. The article takes a fresh look at this issue by using the terminology of collaboration scripts to reflect upon various forms of this relationship. Under this perspective, several approaches towards bridging the research/ practice gap are being described with regard to the type and closeness of interaction between the two realms. As different focuses and blind spots become discernible, the issue is raised concerning which 'script' might be appropriate depending upon the starting conditions of research interacting with practice. Key wordsResearch-Practice Interface, collaboration script, research strategy, use-inspired basic The educational research-practice interface revisited: A scripting perspective What will be discussed in this article is a problem almost any discipline has to face: The question how research and practice can successfully relate to one another. However, it seems that this issue is more vexing for some fields of research (and practice, respectively) than for others. Engineering research, for instance, has established firm pathways to practical development and application, formalizing even the accompanying juridical aspects. Medicine is another prime example for an institutionalized linkage between research and practice; a linkage which is getting even closer now due to the recent development of 'translational centres' uniting basic and clinical research under one roof.When it gets to education, however, the account is ostensibly less splendid. Of course, reflections on the relation of research and practice have some tradition in education, but their history seems too marked by rapid successions of euphoria and disappointments (Kennedy, 1997) as to provide a firm, systematically refined basis on which one could build. Established exchange structures between the two realms are lacking: as Burkhardt and Schoenfeld (2003, p. 7) put it, "it's (almost) nobody's job to turn insight into impact". Unsurprisingly, research and practice largely seem to be separate spheres. Taking the history of education in Germany during the last fifty years for instance, what has triggered the great educational reforms seems to have been anything from zeitgeist to copy-cat solutions borrowed from other realms, but only rarely something that educational research would have unveiled or 'invented'. This apparently independent development of research on the one hand and practice on the other is especially annoying when regarding the mission of educational research. When referring to the classic dualism of 'basic' and 'applied' research, education is a discipline which is typically aiming at both, as for example recently stated in the NRC report "Scientific Research-Practice Interface Following recent discussions in educational science, one gets confronted with the idea that part of the failure to influence practice might in fact be a failure to produce scientific re...

show abstract

Section: Addressing Comprehensibilitymentioning

confidence: 99%

The Educational Research-Practice Interface Revisited: A scripting perspective

Bauer

Fischer

2007

Educational Research and Evaluation

View full text Add to dashboard Cite

show abstract

“…Medical staff who worked in the NNU were also excluded, as their view of what information to share may have been different to that of participants without specialist medical knowledge (Bromme et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

“…The acquired knowledge is then used to build a user model, which serves as input to system design. As healthcare users' understanding and interpretation of medical terminology may be quite different to that of healthcare professionals (Alpay, Toussaint, & Zwetsloot-Schonk, 2004;Bromme, Jucks, & Wagner, 2005;Cawsey, Grasso, & Paris, 2007), knowledge acquisition that has been conducted with the intended users rather than with medical experts can lead to systems that are more useful and comprehensible for users (Ashraf et al, 2002;Corry, Gjerlufsen, & Olsen, 2005). Based on Knowledge Acquisition with parents of NNU babies, our research constructs a user model that informs the adaptation of messages across the social network.…”

Section: Adaptive Ehealthmentioning

confidence: 99%

Providing Adaptive Health Updates Across the Personal Social Network

Moncur

Masthoff

Reiter

et al. 2014

Human–Computer Interaction

View full text Add to dashboard Cite

This article presents research conducted to establish how information is shared across the personal social network in the sensitive context of a health crisis. We worked with parents of very sick babies who were cared for in a hospital's Neonatal Unit (NNU). Through a combination of interviews, a focus group, and surveys, we developed a user model of the information that parents wanted to share, and how they adapted this information to individual recipients. We then developed a prototype software tool which created adaptive updates for members of the parents' social network. The updates contained summaries of large volumes of complex medical data about the baby, nonmedical information about the parents, and practical information about the hospital. Updates were automatically adapted to individual members of parents' social networks, based on our user model. The tool was evaluated in a large NNU in the United Kingdom with parents of babies who were currently being cared for in the unit.

show abstract

“…Communication with laypersons has become an integral part of the professional competence of many experts, such as in doctor-patient interaction, computer consultation, or business management (e.g., Bromme et al 2005b;Candlin and Candlin 2002;Nückles and Bromme 2002). Up to now, however, comparatively little attention has been paid to how experts share their knowledge with people who have less expertise (Cramton 2001;Hinds and Pfeffer 2003).…”

Section: Experts' Assumptions Of What Laypersons Knowmentioning

confidence: 97%

Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking

2007

View full text Add to dashboard Cite

Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little is known about the specific consequences of biased estimations for communication. To investigate the impact of biased estimations of a layperson's knowledge on the effectiveness of experts' explanations, we conducted a web-based dialog experiment with 45 pairs of experts and laypersons. We manipulated the experts' mental model of the layperson by presenting them either valid information about the layperson's knowledge or information that was biased towards overestimation or underestimation. Results showed that the experts adopted the biased estimations and adapted their explanations accordingly. Consequently, the laypersons' learning from the experts' explanations was impaired when the experts overestimated or underestimated the layperson's knowledge. In addition, laypersons whose knowledge was overestimated more often generated questions that reflected comprehension problems. Laypersons whose knowledge was underestimated asked mainly for additional information previously not addressed in the explanations. The results suggest that underestimating a learner during the instructional dialog is as detrimental to learning as is the overestimation of a learner's knowledge. Thus, the provision of effective explanations presupposes an accurate mental model of the learner's knowledge prerequisites.

show abstract

How to refer to ‘diabetes’? Language in online health advice

Cited by 48 publications

References 39 publications

The Educational Research-Practice Interface Revisited: A scripting perspective

The Educational Research-Practice Interface Revisited: A scripting perspective

Providing Adaptive Health Updates Across the Personal Social Network

Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking

Contact Info

Product

Resources

About