Dansk Universitetspaedagogisk Tidsskrift (Oct 2016)
Det sundhedsprofessionelle kommunikationshjul – udviklingen af et narrativt digitalt læringsobjekt
Abstract
Denne artikel beskriver udviklingen af et narrativt digitalt læringsobjekt: Det sund-hedsprofessionelle kommunikationshjul. Dette læringsobjekt er udviklet på Aarhus Universitets adjunktpædagogikums Educational IT-modul med henblik på at indgå i kommunikationsundervisning for sundhedsfagsstuderende og sundhedsprofessionelle under efter- og videreefteruddannelse. Hjulet er blevet udviklet i samspil mellem kommunikationsundervisere og educational IT-ekspertise. Det bidrager til at løse en didaktisk udfordring ved at visualisere et komplementært forhold mellem sundhedskommunikation som færdighed på den ene side og som kontekstbundet kompleksitet på den anden. Kommunikationshjulet er implementeret på videreuddannelseskurser for yngre læger i Region Midtjylland og har gjort det muligt at erstatte en række ppt-oplæg med mere deltageraktiverende øvelser. Dog er modellens potentiale for egentlige ’blended learning’-aktiviteter endnu ikke udfoldet, og artiklen diskuterer, hvordan dette fremadrettet kan finde sted. This article describes the development of a narrative digital learning object, The health professional wheel of communication. The wheel was developed during the Educational IT module of the professional postgraduate teacher training for assistant professors at Aarhus University. Communication educators collaborated with colleagues who had educational IT expertise on the creation of the wheel. The aim was to implement it in health communication training for students and health professionals during continuing professional development. The model seeks to meet a didactic challenge by visualizing a complementary relationship between health communication as skill, on the one hand, and context-bound complexity on the other. Currently, the wheel of communication is implemented on mandatory courses for junior doctors in Region Midtjylland where it has replaced a number of Powerpoint presentations. This has encouraged more active learning, however, the model's potential for 'blended learning' activities has not yet been tested, and the article discusses how this potential might be developed.
