Halpin2020
| Halpin2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Halpin2020 |
| Author(s) | Sean Halpin, Kathryn Roulston, Michael Konomos |
| Title | Using Applied Conversation Analysis in Medical Education |
| Editor(s) | |
| Tag(s) | EMCA, Medical education, Applied CA, Cancer, Intervention |
| Publisher | |
| Year | 2020 |
| Language | English |
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| Month | |
| Journal | Innovation in Aging |
| Volume | 4 |
| Number | S1 |
| Pages | 688 |
| URL | Link |
| DOI | 10.1093/geroni/igaa057.2403 |
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Abstract
Successful implementation of patient medical education is contingent on the communication strategies used by nurses, patients, and caregivers. Applied conversation analysis (A-CA) is a sociological and linguistic technique aimed at understanding how interaction is accomplished. In this demonstration of A-CA, the authors draw on an 18-month iterative-formative evaluation of patient education that precedes autologous stem cell transplant for persons diagnosed with multiple myeloma (N=70), a type of cancer which disproportionately impacts older adults. In this study, patients and caregivers received supplemental education videos before their formal education session with a nurse coordinator. Using A-CA, we examined how nurses, patients, and caregivers orient toward the videos; including demonstrated knowledge by patients and caregivers. Nurses justified repeating topics from the videos. Through a focus on the function that language plays in sequences of interaction, it may be possible to determine strategies for improving patient education, and, consequently positively impact patient care..
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