scholarly journals Communication breakdown: delta-9 tetrahydrocannabinol effects on pre-speech neural coherence

2011 ◽  
Vol 17 (6) ◽  
pp. 568-569 ◽  
Author(s):  
J M Stone ◽  
P D Morrison ◽  
S Brugger ◽  
J Nottage ◽  
S Bhattacharyya ◽  
...  
Keyword(s):  
Communication Breakdown

Ethical Challenges: Less About Moral Wrongdoing and More About Communication Breakdown

2015 ◽  
Vol 20 (3) ◽  
pp. 72-84 ◽  
Author(s):  
Paula Leslie ◽  
Mary Casper
Keyword(s):  
Ethical Challenges ◽  
Speech Language Pathology ◽  
Thickened Liquids ◽  
Communication Breakdown ◽  
Professional Duty ◽  
Language Pathology ◽  
The Law ◽  
Personal Case

“My patient refuses thickened liquids, should I discharge them from my caseload?” A version of this question appears at least weekly on the American Speech-Language-Hearing Association's Community pages. People talk of respecting the patient's right to be non-compliant with speech-language pathology recommendations. We challenge use of the word “respect” and calling a patient “non-compliant” in the same sentence: does use of the latter term preclude the former? In this article we will share our reflections on why we are interested in these so called “ethical challenges” from a personal case level to what our professional duty requires of us. Our proposal is that the problems that we encounter are less to do with ethical or moral puzzles and usually due to inadequate communication. We will outline resources that clinicians may use to support their work from what seems to be a straightforward case to those that are mired in complexity. And we will tackle fears and facts regarding litigation and the law.

scholarly journals EMR-based handoff tool improves completeness of internal medicine residents’ handoffs

2018 ◽  
Vol 7 (3) ◽  
pp. e000188 ◽  
Author(s):  
Rebecca L Tisdale ◽  
Zac Eggers ◽  
Lisa Shieh
Keyword(s):  
Internal Medicine ◽  
Medical Center ◽  
Internal Medicine Resident ◽  
Objective Data ◽  
Code Status ◽  
Medicine Resident ◽  
Communication Breakdown ◽  
Internal Medicine Residents ◽  
Action List ◽  
Identical Fashion

BackgroundThe majority of adverse events in healthcare involve communication breakdown. Physician-to-physician handoffs are particularly prone to communication errors, yet have been shown to be more complete when systematised according to a standardised bundle. Interventions that improve thoroughness of handoffs have not been widely studied.AimTo measure the effect of an electronic medical record (EMR)-based handoff tool on handoff completeness.InterventionThis EMR-based handoff tool included a radio button prompting users to classify patients as stable, a ‘watcher’ or unstable. It automatically pulled in EMR data on the patient’s 24-hour vitals, common lab tests and code status. Finally, it provided text boxes labelled ‘Active Issues’, ‘Action List (To-Dos)’ and ‘If/Then’ to fill in.Implementation and evaluationWritten handoffs from general and specialty (haematology, oncology, cardiology) Internal Medicine resident-run inpatient wards were evaluated on a randomly chosen representative sample of days in April and May 2015 at Stanford University Medical Center, focusing on a predefined set of content elements. The intervention was then implemented in June 2015 with postintervention data collected in an identical fashion in August to September 2016.ResultsHandoff completeness improved significantly (p<0.0001). Improvement in inclusion of illness severity was notable for its magnitude and its importance in establishing a consistent mental model of a patient. Elements that automatically pulled in data and those prompting users to actively fill in data both improved.ConclusionA simple EMR-based handoff tool providing a mix of frameworks for completion and automatic pull-in of objective data improved handoff completeness. This suggests that EMR-based interventions may be effective at improving handoffs, possibly leading to fewer medical errors and better patient care.

scholarly journals Subtitling on the Intersection of Theory and Practice: Pedagogical Research-Based Approach to Subtitler Training

2017 ◽  
Author(s):  
AWEJ for Translation &amp; Literary Studies ◽  
Mohammad Ahmad Thawabteh
Keyword(s):  
Present Article ◽  
Theory And Practice ◽  
The Other ◽  
Technical Problems ◽  
Communication Breakdown ◽  
School Year ◽  
Pedagogical Research ◽  
Academic Year ◽  
Experimental Group ◽  
Oriented Approach

The present article investigates our proposed approach for subtitler training namely a Pedagogical Research-Based (PRB), defined as a professionally-oriented approach utilised in Audiovisual Translation (AVT) translator training to theoretically and practically strengthen the subtitling skills of trainees. The data of the present study is derived from an Egyptian television hard-edged drama entitled Firqit Naji Atallah (lit. Naji Atallah Team), Episode 1 (2012), subtitled by a sample of twenty MA translation students, ten of whom enrolled in the second semester for the academic year 2013/2014 and the rest (also totalling ten) did the same, a year later, namely for the school year 2014/2015. The article clearly reveals that before PRB approach is introduced in actual translation classroom, translator trainees (i.e. experimental group) are faced with tremendously difficult problems linguistically, culturally and technically which may hinder communication, thought to be crucial to retain for the target audience. The PRB approach is then introduced whereby the other translator trainees are equipped with some theoretical insights apropos of subtitling norms, well-envisaged in two scholarly AVT works by Karamitroglou (1998) and Schwarz (2002). Being aware of the PRB approach, the translator trainees could therefore do the translation task with minimal linguistic, cultural and technical problems. The study concludes with some pedagogical implications that will hopefully help translator trainees do translation tasks with minimal communication breakdown and maximal communicative thrust drawing on PRB.

scholarly journals Communicative Competence of the Saudi Learners of English at the Faculty of Languages and Translation, King Khalid University

2020 ◽  
Vol 11 (3) ◽  
pp. 446
Author(s):  
Rafiq Ali Mohamed Al-Shamiry
Keyword(s):  
Risk Taking ◽  
Communication Strategies ◽  
First Language ◽  
Target Language ◽  
Spoken English ◽  
Saudi Students ◽  
Communication Breakdown ◽  
English Classes ◽  
Language Communication ◽  
Students First

Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.

Grades: Communication Breakdown

2019 ◽  
pp. 109-133
Author(s):  
Jason Brennan ◽  
Phillip Magness
Keyword(s):  
Grade Point Averages ◽  
Grade Point ◽  
Final Grade ◽  
Communication Breakdown

This chapter assesses how professors grade students. It argues that the practice of grading is replete with problems. Grades are a kind of language. They are meant to be a form of communication. They are sometimes meant to communicate to students how well they’ve mastered a set of material. Most colleges calculate grade point averages (GPAs) and compare students to one another. Grades are also sometimes meant to communicate to outsiders something about how good a student is, and how he or she compares to other students from other universities. However, the grading and GPA systems are such a mess that they largely fail to accomplish these goals. In some cases, the mathematics used to calculate an average final grade in a class are incoherent. In nearly all cases, the mathematics used to calculate students’ GPAs are also incoherent.

Sign in / Sign up

Export Citation Format

Share Document