Learning Communication Skills for Dealing with Different Perspectives: Technologies for Health Sciences Education

Kimmerle, Joachim; Bientzle, Martina; Creß, Ulrike

doi:10.1007/978-3-319-08275-2_8

Cited by 3 publications

(3 citation statements)

References 59 publications

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“…They are also very elaborate but come to quite different appraisals about treatments and the quality of doctors. And if we think of shamanic cultures or extreme alternative medical communities, for instance, their concept of "health" also differs a lot from that of the others (Kimmerle, Bientzle, & Cress, 2016;Kimmerle et al, 2013).…”

Section: How Communication Creates a Social Systemmentioning

confidence: 94%

The Interrelations of Individual Learning and Collective Knowledge Construction: A Cognitive-Systemic Framework

Creß

Kimmerle

2017

The Psychology of Digital Learning

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This chapter deals with the strong interdependence between individual learning and collective knowledge construction. In the first part, we show that research on collaborative learning needs to take both the level of the individual and the level of the group into consideration. Most current theories, however, focus solely either on the individual or on the group level and fall short of linking them to each other. In the second part, we present our "co-evolution model" that aims to integrate processes of individual learning and collective knowledge construction into a cognitive-systemic framework. We discuss how cognitive systems emerge in their attempt to comprehend their environment. We also discuss how social systems develop out of communication arising from the human need for social interaction. Finally, we point out how cognitive and social systems couple with and stimulate each other and how this process leads to a co-evolution of both systems. In this effect, individual learning results from the processes that go on in cognitive systems while collective knowledge construction unfolds due to the processes that occur in social systems. The third part of this chapter elaborates on how this cognitivesystemic framework contributes to our understanding of digital collaborative learning. We point out that our framework provides a descriptive, rather than a normative view of learning. Its main focus is not on formal learning settings where learning is explicitly intended, but on situations where people informally exchange knowledge and participate in knowledge-related communities. All forms of social media (wikis, blogs, or social networking services) may enable this type of interaction and knowledge development. Even though these tools were not explicitly designed for "learning," their use leads to knowledge exchange, knowledge acquisition, and knowledge construction. The quality of this knowledge depends on the norms of the social systems.

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Section: How Communication Creates a Social Systemmentioning

confidence: 94%

The Interrelations of Individual Learning and Collective Knowledge Construction: A Cognitive-Systemic Framework

Creß

Kimmerle

2017

The Psychology of Digital Learning

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“…The application of interactive technologies in health science education requires careful selection and strategic practical implementation of e-learning tools to achieve certain curricular objectives, such as learning communication skills [27]. Technologies such as digital learning platforms are suitable for teaching interprofessional skills since they allow social and professional exchange between students of different professions [26].…”

Section: Training In Oral Communication Skills In Publicmentioning

confidence: 99%

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

Lozano-Durán

Rudolphi‐Solero

Baro

et al. 2023

IJERPH

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Second Life is a multi-user virtual world platform which enables online learning through immersive activities. This study evaluates the perception of third-year biomedical engineering students about learning activities complementary to a biomedical imaging course carried out within Second Life and focused on training in the public presentation of scientific content to their peers. Between 2015 and 2017, students gave oral presentations on medical imaging topics selected from the proposals of their classmates. Participants were invited to complete an evaluation questionnaire. In the three years of the study, 133 students enrolled in the course (48, 46, and 39 consecutively), and 97 of them delivered the questionnaire (48%, 83%, and 92%, consecutively). Attendance at the sessions ranged between 88% and 44%. The students positively value the experiences, especially the teacher, the educational content, and the virtual island environment, with mean scores greater than or equal to 8.4, 7.7, and 7.7, respectively, on a 1–10-point scale. Overall, they valued Second Life as an attractive and suitable environment for their training in science communication skills, in which they gain self-confidence and are less afraid of speaking in public. Second Life enables students to present scientific content effectively to their peers, receiving hands-on training in the tasks of collecting, organizing, and presenting data, with the benefits of remote access, collaborative work, and social interaction.

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“…Various forms of online learning have been shown to be effective for the transfer of knowledge and the development of interprofessional competences. They enable learners to gather their own knowledge and exchange opinions and experiences regardless of place, time, educational progress, or profession [50]. Learning platforms that involve users more actively are also increasingly popular [51,52].…”

Section: Digital Interprofessional Teaching: the Application Of Learning Platformsmentioning

confidence: 99%

A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education

Grosser

Bientzle

Kimmerle

2020

IJERPH

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The health care system is increasingly complex and specialized, but it presents the actors involved with the challenge of working together in interprofessional teams. One way to meet this challenge is through interprofessional training approaches, where representatives of different professions learn together with learners of other professions. This article contributes to the question of how interprofessional teaching in health care education can be designed with a low threshold by using digital media. We focus on learning with digital learning platforms and learning with videos. Based on existing empirical findings, these approaches are discussed in terms of their potential and limitations for interprofessional teaching. In particular, we examine how these approaches influence the core competence domains of interprofessional collaborative practice. Digital collaborative learning platforms are suitable for teaching interprofessional competences, since they enable social and professional exchange among learners of different professions. Videos are suitable for imparting medical declarative and procedural knowledge. Based on these considerations, the use of videos in combination with interaction possibilities is presented as a didactic approach that can combine the aspect of knowledge transfer with the possibility of interprofessional computer-based collaboration.

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Learning Communication Skills for Dealing with Different Perspectives: Technologies for Health Sciences Education

Cited by 3 publications

References 59 publications

The Interrelations of Individual Learning and Collective Knowledge Construction: A Cognitive-Systemic Framework

The Interrelations of Individual Learning and Collective Knowledge Construction: A Cognitive-Systemic Framework

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education

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