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Available from: Roy D. Pea, Apr 08, 2015
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    • "In a study of 178 cancer listserv users, 35% named the internet as their preferred source of healthcare information, as opposed to only 19% for their oncologists (Tustin, 2010). This is likely due to a combination of factors, including the typically short amount of time providers have to spend with patients and the lack of communication training for oncologists (Back et al., 2009; Hou & Shim, 2010; Tustin, 2010). Nonetheless, the public generally prefers to get medical information from healthcare providers while seeking emotional support from peers (Fox, 2011). "
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    ABSTRACT: Objective: Increasing evidence demonstrates the benefits of online cancer interventions but very little about the needs of those with pancreatic cancer or interaction with online providers. Our study was done to (1) see how many people would visit a webpage where they could interact with a palliative care nurse practitioner (PCNP), (2) see how many would ask the PCNP questions, (3) determine the type of questions, and (4) obtain feedback regarding the usefulness of the webpage. Method: Mixed-methods descriptive design. Results: There were 2174 visits to the webpage, and a total of 84 participants sent 110 questions/comments. Some 28 (33%) were people worried that they might have pancreatic cancer. Most questions (59, 53%) had to do with palliative care issues, with the largest subgroup (26, 23%) involving psychological concerns. A total of 39 completed an online survey and were relatives (20, 52%), or patients (17, 44%). They rated the webpage at 3.3/4 as being helpful at learning about the physical symptoms/treatments of pancreatic cancer, at 3.1/4 for learning about emotional issues, at 3/4 for learning about palliative care, at 2.8/4 for learning about hospice, and at 3.3/4 for reading other people's questions. Significance of results: The PCNP webpage was a helpful resource. Most asking questions were worried about having or getting pancreatic cancer. More research is needed into online providers, interventions, and conducting research online.
    Palliative and Supportive Care 06/2014; DOI:10.1017/S1478951514000637 · 0.98 Impact Factor
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    • "However, students not only learn about professional communication with patients during formal training in medical school but also in the context of clinical practice. This last context is so powerful as a learning environment that it may trigger specific learning mechanisms (Back et al. 2009; Egnew & Wilson 2010). There is ample evidence that, especially in the field of learning communication skills, role models in clinical practice play a paramount role (Thiedke et al. 2004; Weissmann et al. 2006; Egnew & Wilson 2010). "
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    ABSTRACT: Background: Medical students learn professional communication through formal training and in clinical practice. Physicians working in clinical practice have a powerful influence on student learning. However, they may demonstrate communication behaviours not aligning with recommendations in training programs. Aims: This study aims to identify more precisely what differences students perceive between role model communication behaviour during clerkships and formal training. Method: In a cross-sectional study, data were collected about physicians' communication performance as perceived by students. Students filled out a questionnaire in four different clerkships in their fourth and fifth year. Results: Just over half of the students reported communication similar to formal training. This was especially true for students in the later clerkships (paediatrics and primary care). Good examples were seen in providing information corresponding to patients' needs and in shared decision making, although students often noted that in fact the doctor made the decision. Bad examples were observed in exploring cognitions and emotions, and in providing information meeting patient's pace. Conclusions: Further study is needed on actual physician behaviour in clinical practice. From our results, we conclude that students need help in reflecting on and learning from the gap in communication patterns they observe in training versus clinical practice.
    Medical Teacher 05/2012; 34(10):e659-65. DOI:10.3109/0142159X.2012.687483 · 2.05 Impact Factor
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    • "People will sometimes over-react to negative feedback on their performance, concluding hastily that " she hated it " or " I can't do anything right, " but with feedback that is linked to specific behaviors, there is a better chance that the evaluations will be received constructively . In a related vein, a recent paper describes productive uses of DIVER for changing the paradigm of communication skills teaching in oncology to a more precise performance feedback system rather than one principally based on observation [31]. Additionally we observed users administer feedback as a group, such as when an entire class was asked to respond to a student presentation. "
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    ABSTRACT: Web-based video collaboration environments have transformative potential for video-enhanced education and for video-based research studies. We first describe DIVER, a platform designed to solve a set of core challenges we have identified in supporting video collaboratories. We then characterize five collaboration design patterns (CDPs) that emerged from numerous collaborative groups who appropriated DIVER for their video-based practices. Collaboration design patterns (CDPs) are ways of characterizing interaction patterns in the uses of collaboration technology. Finally we propose a three-dimensional design matrix for incorporating these observed patterns. This representation can serve heuristically in making design suggestions for supporting a broader constellation of user groups than those spanned by our observed CDPs.
    IEEE Transactions on Learning Technologies 10/2008; 1:235-247. DOI:10.1109/TLT.2009.5 · 1.22 Impact Factor
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