Humor as an Innovative Method for Teaching Sensitive Topics

Johnson, Helen Arleen

doi:10.1080/0380127900160605

Cited by 16 publications

(7 citation statements)

References 34 publications

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“…6,69 Relevant humor re- duces students' anxiety, maintains student interest, improves comprehension, enhances retention, and increases test performance. [70][71][72][73] Expressiveness enhances students' scholastic behaviors such as attendance to subsequent lectures, the amount of homework completed, and academic achievement. 74,75 Sometimes referred to as "enthusiasm," expressiveness might have an effect on students in the form of higher motivation and increased studying outside of instruction time.…”

Section: Resultsmentioning

confidence: 99%

Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education

Schönwetter

Lavigne

Mazurat

et al. 2006

Journal of Dental Education

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Effective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students. A total of 175 dental and dental hygiene undergraduate students nominated a total of forty instructors for teaching awards, providing a total of 695 qualitative statements reflecting their teaching in two learning contexts: the classroom and the clinic. Seven categories of effective teaching qualities were identified: individual rapport, organization, enthusiasm, learning, group interaction, exams and assignments, and breadth. Based on the frequency of the themes, effective teaching in the classroom was best defined by organization and rapport, whereas in the clinic, rapport was the most frequently described behavior. Moreover, dentistry students perceived enthusiasm as an effective teaching quality more frequently than did dental hygiene students, whereas dental hygiene students provided more responses to learning. These findings can provide guidance in preparing undergraduate dental and dental hygiene educators to enter the teaching environment. The ultimate goal to be achieved from identification of effective teaching qualities, as determined in this study, is improvement in clinical and classroom teaching for dentistry and dental hygiene programs.

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Section: Resultsmentioning

confidence: 99%

Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education

Schönwetter

Lavigne

Mazurat

et al. 2006

Journal of Dental Education

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show abstract

“…Klein, 1998;McGuire & Boyd, 1993;McGuire, Boyd, & James, 1992;Nahemow & McClusky-Fawcett, 1986;Richmond, 1995;Simon, 1988Simon, , 1990Sullivan & Deane, 1988;Yoder & Haude, 1995) and in geriatric education, especially to teach sensitive topics, such as aging, death, dying, grieving, and suicide in the elderly (Johnson, 1990).…”

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confidence: 98%

The Active Ingredients in Humor: Psychophysiological Benefits and Risks for Older Adults

Berk¹

2001

Educational Gerontology

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Humor produces psychological and physiological effects on our body that are similar to the health bene ts of aerobic exercise. These bene ts are some of the best kept secrets from those persons who probably have the most to gain from that information-older adults. Many of them who must live with chronic pain, arthritis, rheumatism, emphysema, memory loss, depression, and stress may be able to cope better with their conditions or nd temporary relief by using humor. This article presents an up-to-date, comprehensive synthesis of 30 years of research evidence on 15 psychophysiologica l bene ts of humor and laughter with their implications for older adults. The speci c risks for this growing segment of the population also are identi ed. Strategies for communicating this information through publications and formal presentation s by health educators working in gerontology are suggested. A curriculum outline is provided for use in developing short, feature presentations or integrating the content into existing exercise and health-related courses and programs. If these efforts are effective, eventually the health bene ts of humor and laughter will be as familiar to our senior citizens as the risk factors associated with heart disease and smoking.Physicians, nurses, psychologists, occupational therapists, and other healthcare professionals are increasingly recognizing the therapeutic value of humor (

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“…Humor has been shown to be an effective tool in the gerontological classroom, helping to approach sensitive topics (H. A. Johnson, 1990) and to address issues of ageism (Safford, 1991). Appropriately incorporating humor into the classroom, however, can be tricky.…”

Section: Using Humormentioning

confidence: 98%

Engaged Teaching for Engaged Learning: Sharing Your Passion for Gerontology and Geriatrics

Karasik

2012

Gerontology & Geriatrics Education

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Gerontologists face a unique set of obstacles in attracting newcomers to the field. Despite demographic trends favorable to a wide range of employment opportunities and job security, aging is rarely top of mind for many students when it comes to career choices. For most gerontologists, aging is our passion. How do we share that passion with others who have yet to discover its interdisciplinary opportunities, or who may be held at bay by negative stereotypes of aging and older persons? This article explores various approaches to enhance engaged teaching and engaged learning that can help personalize and contextualize the field so that educators and students at all levels and disciplines can find their passion for gerontology and geriatrics.

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Humor as an Innovative Method for Teaching Sensitive Topics

Cited by 16 publications

References 34 publications

Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education

Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education

The Active Ingredients in Humor: Psychophysiological Benefits and Risks for Older Adults

Engaged Teaching for Engaged Learning: Sharing Your Passion for Gerontology and Geriatrics

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