The aim of this paper is to develop a theoretical framework for understanding how new technologies become a part of culture and change our traditional images of health care and providers. Using the diffusion of innovations theory provides an understanding of how providers can adopt technology into practice. More specifically, this paper focuses on the adoption and diffusion of telemedicine. In order for physicians to develop competence in communicating with technology such as telemedicine, a closer evaluation of communication interventions is needed. This paper also examines the changes of technology on culture, as well as the problems that arise as changes occur and health care providers and patients try to adapt to the new technology. Finally, recommendations for integrating technology into existing medical education curriculum in order to develop telecompetence are discussed.Technology transforms our culture and the way individuals communicate (Barnett & Scheetz, 2003). As technologies continue to develop, it is critical to take a step back and examine their role in health care. Changes in technology, including the transfer of information, have great power to improve the health care system (Klein, 2006). According to the Department of Health and Family Services (2009), the major goals of health information technology are to improve the quality of health care by preventing medical errors, reduce health care costs, increase administrative efficiencies, decrease paperwork, and expand access to affordable care. Creating efficient health informational technology also produces public health benefits, such as early detection of Ali Gattoni (MA, University of Wisconsin-Milwaukee) and Kelly E. Tenzek (MA, Missouri State University) are
Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.
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