Applying Instructor Communication Behaviors and Learning Outcomes to the Pediatrician-Parent Context

Abstract

To examine instructional communication behaviors in the medical context and to explore the role of health literacy in pediatrician-parent relationships, the current study assessed parents' (N ¼ 299) perceptions of their pediatricians' nonverbal immediacy, clarity, and verbal receptivity and their own communication satisfaction, affective learning, and cognitive learning. Results demonstrated that when pediatricians are nonverbally immediate, clear, and verbally receptive, parents report that they are satisfied with their pediatricians' communication, affectively predisposed toward their pediatricians, and able to recall their pediatricians' medical directives. Further, health literacy moderates the relationships between pediatricians' behaviors and parent outcomes such that for parents with low health literacy, pediatricians' use of nonverbal immediacy and verbal receptivity was related to higher affective and cognitive learning.Approximately 80 million adults in the United States struggle with low health literacy or the skills necessary to function effectively in the health care environment (Berkman, Sheridan, Donahue, Halpem, & Crotty, 2011). Low health literacy is consistently associated with more hospitalizations, greater use of emergency care, and poorer ability in demonstrating how to take medicines appropriately and in interpreting health messages (Berkman et al., 2011;Lanning & Doyle, 2010). Importantly, most efforts to understand or improve health literacy have focused on adult patients with very little attention paid to the pediatrician-parent interaction (Janisse,

Why trainees evaluate the same trainer differently? Examining a dual-process model of training effectiveness

“…It also supports the view that trainees do not overlook the performance of the trainer in determining the effectiveness of a training program (Diamantidis and Chatzoglou, 2012). This finding complements the results of prior studies on communication behaviors of the instructors that enhance communication satisfaction such as verbal clarity, humor, confirmation, (LaBelle et al , 2015; Sidelinger, 2014; Myers and Goodboy, 2014) and that reduce communication satisfaction such as compulsive communication, inappropriate conversations and misbehaviors were found to reduce communication satisfaction (Sidelinger and Bolen, 2016; Sidelinger et al , 2015; Sidelinger, 2014; Goodboy and Myers, 2015).…”

“…To explicate further, first, trainer task communication shall be positively related with trainee communication satisfaction. This expectation is in line with the findings of several studies that found a positive relation between several instructor communicative behaviors and communication satisfaction (LaBelle et al, 2015;Sidelinger, 2014;Myers and Goodboy, 2014). Then trainer task communication shall have negative relations with both behavioral uncertainty (self) and behavioral uncertainty (others).…”

“…This assertion was supported in several studies on communication satisfaction. For example, positive communication behaviors of instructors such as verbal clarity, humor, confirmation, care and immediacy were found to enhance communication satisfaction (LaBelle et al , 2015; Sidelinger, 2014; Myers and Goodboy, 2014; Asiri, 2013; Spitzberg and Hecht, 1984). Then the negative communication behaviors such as compulsive communication, inappropriate conversations and misbehaviors were found to reduce communication satisfaction (Sidelinger and Bolen, 2016; Sidelinger et al , 2015; Sidelinger, 2014; Goodboy and Myers, 2015).…”

Perpetuating Perceptions: Understanding the “Chaining” of a Common Training Narrative Beyond the Classroom

“…Most recently, convergence theory was used to understand recruiting messages within the direct sales industry (Martin & Rawlins, 2018) and team decision making (Horila, 2021). Combining instructional communication theory and organizational communication theory (Kearney, 2008; LaBelle et al, 2015) could assist managers and trainers from a pragmatic view and expand communication scholarship in two ways. One, communication is interdependent, and two, perception understanding and its importance to organizational communication regarding training speaks to how critical effective communication is for establishing an effective learning environment.…”

Intercultural communication

“…• Arianism held that Jesus, while not merely mortal, was not eternally divine and was, therefore, of lesser status than the Father. (44) Christianity The church also entered into a long period of missionary activity and expansion among the various tribes. Catholicism Catholicism spread among the Germanic peoples, the Celtic and Slavic peoples, the Hungarians, and the Baltic peoples.…”