"Help wanted: communication strategists": the inclusion of heresthetic in professional communication training

Author(s):  
M. Kreth
Author(s):  
Н.И. Нос

Интеграционные процессы в различных областях деятельности, академическая и профессиональная мобильность обусловили новые требования к современному специалисту, от которого помимо профессиональных знаний ожидают определенного уровня владения иностранным языком для осуществления общения в профессиональной сфере. В этой связи необходимо обратиться к опыту тех стран, которые накопили большой опыт в обучении профессионально-ориентированному общению (ПОО). Для нашего исследования представляется важным опыт Германии, чьи достижения в разработке способов, форм и методов организации обучения профессионально-ориентированному общению являются основополагающими в Европе. Цель статьи заключается в анализе современных педагогических технологий Германии в обучении ПОО, выявлению их потенциала и обоснованию необходимости их применения при обучении ПОО студентов отечественных вузов. Автором анализируются такие технологии, как Европейский языковой портфель, имитационные технологии, технология CLIL, выявляются их содержательные и процессуальные особенности. Теоретическая значимость статьи заключается в обосновании эффективности применения данных технологий в обучении профессионально-ориентированному общению. Integration processes in various fields of activity, academic and professional mobility have led to new requirements for a modern specialist who must have both professional knowledge and a certain level of proficiency in a foreign language for professional communication. In this regard, it is necessary to refer to the experience of those countries that have accumulated extensive experience in teaching professionally oriented communication. For our research, the experience of Germany is important, whose achievements in the development of forms and methods of organizing professionally oriented communication training are fundamental in Europe. The purpose of the article is to analyze modern German pedagogical technologies in teaching professionally oriented communication, identify their potential and substantiate the need for their use in teaching professionally oriented communication to students of universities of Russia. The author considered technologies such as the European language portfolio, imitation technologies, Content and Languageintegrated learning, reveals their content and procedural features. The theoretical significance of the article is to justify the effectiveness of these technologies in teaching professionally-oriented communication.


2018 ◽  
Vol 172 (5) ◽  
pp. e180016 ◽  
Author(s):  
Amanda F. Dempsey ◽  
Jennifer Pyrznawoski ◽  
Steven Lockhart ◽  
Juliana Barnard ◽  
Elizabeth J. Campagna ◽  
...  

2021 ◽  
Vol 1 (3) ◽  
pp. 137-138
Author(s):  
E. V. Dyachenko

Research shows that bedside communication training (in the workplace) is more effective if trainees have mastered the doctor-patient simulation cycle. The technologies are different: virtual and simulated patients, robotic patients. What learning tasks can they solved? Is it possible to effectively train doctors in professional communication with the involvement of virtual patients and robotic patients?


2021 ◽  
Vol 4 ◽  
pp. 21-37
Author(s):  
Erin Donovan ◽  
Laura Brown ◽  
Calandra Lindstadt ◽  
Billy Table ◽  
Elham Heidari ◽  
...  

Pharmacists are increasingly expected to communicate skillfully, yet few Doctor of Pharmacy (PharmD) curricula include theoretically-derived or evidence-based communication training. The 12 Fundamentals of Highly Effective Communicators is a pedagogical tool that we developed to teach principles of communication to two consecutive cohorts of PharmD students in their second year (P2). Students were asked to reflect on which of the 12 Fundamentals they found most helpful in their pharmacy training and practice. The most frequently selected Fundamental was “There is no ‘one size fits all’ message that will work in EVERY situation.” Students provided specific examples of how they perceived that these Fundamentals could help them have effective and appropriate interactions with patients and colleagues.


Author(s):  
Lyubov Manyuk ◽  
Nataliya Kuchumova ◽  
◽  

The article presents the main findings of carried out terminological analysis of the professional communication training in undergraduate medical education and describes developmental factors influ-encing the communication skills development with the aim of further accounting received results in the process of modernizing subjects directed at the formation of professional qualities and communicative competence of medical students. The definition of the terms referring to the medical communication training enabled us to determine professional communication of future physicians that develops under the influence of linguistic, psychological, educational and professional factors. The communication readiness includes the development of professional and communication competencies which are realized in the current system of higher medical education by the staged professional undergraduate training and subjects aimed at gaining clinical, linguistic, social and cultural skills. Thus, communicative competence involves the development of lexical and grammatical competencies in both Ukrainian and foreign languages as well as the formation of ethical values in order to provide effective monologues, dialogues and polylogues during the interpersonal and intrapersonal interaction in colloquial, official, business, academic and teaching speaking styles. Modern pedagogical approaches to the professional communication training and global academic processes necessitate the application of information and communication technologies in the educational process physicians and their further carrier. The subjects directed at the development of communicative competencies of medical students should encompass theoretical and practical aspects of professional clinical thinking and proper language skills; acquiring clinical skills; development of social and professionally important qualities and values; learning the key aspects of professional activity with the aim to force the readiness for professional communication by means of professional language in the determined forms of communication.


Author(s):  
Nina Simmons-Mackie

Abstract Purpose: This article addresses several intervention approaches that aim to improve life for individuals with severe aphasia. Because severe aphasia significantly compromises language, often for the long term, recommended approaches focus on additional domains that affect quality of life. Treatments are discussed that involve increasing participation in personally relevant life situations, enhancing environmental support for communication and participation, and improving communicative confidence. Methods: Interventions that have been suggested in the aphasia literature as particularly appropriate for people with severe aphasia include training in total communication, training of communication partners, and activity specific training. Conclusion: Several intervention approaches can be implemented to enhance life with severe aphasia.


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