Taking Learning to the Learner: Using Audio Teleconferencing for Postclinical Conferences and More

Abstract

Clinical educators are often burdened by conflicts that occur as they try to balance multiple post-clinical scheduling demands with students’ varying timetables. The purpose of this article is to inform educators how to use teleconferences to deliver valuable post-clinical debriefing, model professional growth experiences, and more. The innovative use of teleconferencing as a pedagogical method enables educators to take learning to the learners.

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“…Audio teleconferencing is a synchronous mechanism of engaging in electronic and multipoint communication via the telephone network (Shaw et al, 2010) among group participants at different geographical locations (Lamba, 2011;Adegbola, 2011). The synchronous nature of audio teleconferencing allows participants to have real-time and live communications (Halili and Sulaiman, 2018).…”

“…The synchronous nature of audio teleconferencing allows participants to have real-time and live communications (Halili and Sulaiman, 2018). A pre-established number, together with an access code is given to all of the participants to enable them to participate in the collaborative group communication (Adegbola, 2011). Audio teleconferencing is sometimes referred to as "Voice-Only Teleconference" or "Conference Call Guide" (Bertsch et al, 2007) or "Dial-In" because it primarily relies on auditory voice signals over telephone lines for the group communication.…”

“…Before the commencement of the audio teleconferencing class, the established protocols to be observed must be communicated to all participants and followed meticulously (Kent and Simpson, 2010). In the course of the audio teleconferencing class, the instructor must ensure that the students are actively engaged through the regular probing of specific questions and demanding answers from students (Adegbola, 2011). Likewise, the instructor must ensure the provision of a conducive academic environment that allows students to freely ask questions and share their views without any fear (Melrose, 2004).…”

“…As Rossignol (1997) noted, such an academic-engaging atmosphere created by instructors during the audio teleconferencing class discussion would gear students on to learn. Words of appreciation to students of your attendance, attentiveness and general participation by instructors would encourage the students to enthusiastically anticipate future audio teleconferencing class discussions (Adegbola, 2011).…”