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Journal articles on the topic 'Interdisciplinary communication'

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Published: 4 June 2021
Last updated: 9 June 2025

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1

Kocs, Darren. "Interdisciplinary Communication." Science 260, no. 5111 (May 21, 1993): 1060. http://dx.doi.org/10.1126/science.260.5111.1060.a.

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Watson, Anne, Meaghann Weaver, Shana Jacobs, and Maureen E. Lyon. "Interdisciplinary Communication." Journal of Hospice & Palliative Nursing 21, no. 3 (June 2019): 215–22. http://dx.doi.org/10.1097/njh.0000000000000512.

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Kocs, D. "Interdisciplinary Communication." Science 260, no. 5111 (May 21, 1993): 1060. http://dx.doi.org/10.1126/science.260.5111.1060.

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4

Lampe, C. "Challenges in Interdisciplinary Communication." Neuropediatrics 48, S 01 (April 26, 2017): S1—S45. http://dx.doi.org/10.1055/s-0037-1602895.

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5

Semradova, Ilona, and Sarka Hubackova. "Prerequisites to Interdisciplinary Communication." Procedia - Social and Behavioral Sciences 31 (2012): 304–8. http://dx.doi.org/10.1016/j.sbspro.2011.12.059.

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Streeks, Nicole, Tanikka Fevrier, Salma Haneef, and Andrea Willis. "Improving Interdisciplinary Communication via Text-paging Communication." Pediatrics 141, no. 1_MeetingAbstract (January 1, 2018): 127. http://dx.doi.org/10.1542/peds.141.1ma2.127.

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Yoon, Heojeong, and Dami Bang. "Exploring University Students' Social Interdependence and Interdisciplinary Understanding within the Context of Interdisciplinary Education." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (February 15, 2025): 461–72. https://doi.org/10.22251/jlcci.2025.25.3.461.

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Objectives This study aimed to explore the social interdependence and interdisciplinary understanding of university students in the context of interdisciplinary education. Methods To this end, a survey was conducted with 85 students attending an interdisciplinary liberal arts course at a university in the metropolitan area. The study analyzed social interdependence in the contexts of single-disciplinary and interdisciplinary courses and examined differences across sub-categories. Additionally, the performance and importance of interdisciplinary understanding were identified, and educational needs were calculated by category and item. Results The study results showed no significant differences in students' social interdependence between single-disciplinary and interdisciplinary course contexts. In both contexts, the outcome category scored higher than the means category. Students perceived the importance of all categories of interdisciplinary understanding to be higher than their performance. Among the average values for performance and importance, the reflection and communication categories were higher than collaboration. The ranking of educational needs, calculated based on the gap between performance and importance, was as follows: reflection, communication, knowledge of interdisciplinary paradigms, Knowledge of interdisciplinarity, and collaboration. Among the top 10 items in educational needs rankings, three belonged to the reflection category, two to communication, three to knowledge of interdisciplinary paradigms, and two to Knowledge of interdisciplinarity, with no high-ranking items appearing in the collaboration category. Conclusions Based on the results, educational implications for the design and implementation of interdisciplinary education reflecting the aspects of social interdependence and the educational needs for interdisciplinary understanding were discussed.
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Klaassen, Renate. "Disentangling the different layers of interdisciplinarity." Journal of Science Communication 19, no. 04 (September 1, 2020): C03. http://dx.doi.org/10.22323/2.19040303.

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Interdisciplinarity for complex problem solving is a rising phenomenon. Each self-respecting university is trying to realise different programmes and approaches to interdisciplinary teaching and research. The debate on what interdisciplinarity is, how it may work as a substantial part of a university, which barriers are encountered to realising interdisciplinary teaching and research and what the added value is, is addressed in this paper from a social science perspective. Based on the attendance of a conference at the Volkswagenstiftung organised by the Humboldt University of Berlin, different scholarly viewpoints and examples are explored on Interdisciplinary teaching and (researching). Collaborations across the at-times-fragmented subfields of research and education ultimately yield insightful, informative, and even educational experience that creates space for mutual understanding and new ways of thinking about seemingly-established approaches to knowledge-building and communication.
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Markova, V. A. "Book communications: Methodology of interdisciplinary research." Scientific and Technical Libraries, no. 3 (May 11, 2021): 95–112. http://dx.doi.org/10.33186/1027-3689-2021-3-95-112.

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The author argues that true understanding of book communications may be obtained through the application of research tools of various disciplines in the humanities. The evolution stages of scholarly views on the book phenomenon of social communications are reviewed. On each stage, researchers always turned to the other sciences’ methodologies. The author introduces her original interpretation of interdisciplinary studies of book communications. She emphasizes, however, that the central place in such studies belongs to the socio-communicative approach, where subject is examined within the context of communication. This non-linear and multilevel model covers both synchronous and diachronous cross-sections of communication, including the feedback. For the accurate representation at the diachronic level, both the historical-genetic and the cultural approaches have to be applied. The literary theory and in particular the concepts of receptive aesthetics, poststructuralism and hermeneutics have to be applied to obtain comprehensive understanding of the authorial and the readership roles in the structure of book communications. The information sciences and theories in postmodern philosophy would enable to understand the laws of book communications within the new information environment. Methodologically, it is important to use the works that investigate into the new communication environment phenomena such as the Internet, hypertext, online literature, and collective authorship.
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Maras, Steven, David Sutton, and Marion Benjamin. "Multimedia Communication: An Interdisciplinary Approach." Information Technology, Education and Society 15, no. 1 (January 1, 2014): 5–29. http://dx.doi.org/10.7459/ites/15.1.02.

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Stoberski, Zygmunt. "Terminology: Applications in Interdisciplinary Communication." Babel. Revue internationale de la traduction / International Journal of Translation 41, no. 2 (January 1, 1995): 117–19. http://dx.doi.org/10.1075/babel.41.2.10sto.

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WAY, MARION. "Interdisciplinary Communication Through Role-Play." Journal of the Institute of Mental Subnormality (APEX) 2, no. 3 (August 26, 2009): 22–23. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00107.x.

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LeNavenec, Carole-Lynn. "Interdisciplinary Casebook in Geriatric Communication." Journal of Gerontological Nursing 16, no. 7 (July 1, 1990): 45. http://dx.doi.org/10.3928/0098-9134-19900701-14.

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Moore, Angela R., Randi Ginger Bastian, and Bettye A. Apenteng. "Communication Within Hospice Interdisciplinary Teams." American Journal of Hospice and Palliative Medicine® 33, no. 10 (July 11, 2016): 996–1012. http://dx.doi.org/10.1177/1049909115613315.

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Hospice care is coordinated through an interdisciplinary team (IDT), which assures that a holistic care plan based on the patient’s wishes is implemented. The extent to which an IDT provides quality care may be associated with how effectively they communicate within the team as well as with patients, caregivers, and families. This review seeks to characterize communication strategies among hospice IDT members and to determine how such strategies impact patient care. Although the existing literature sheds some light on communication within hospice IDTs, further research is needed. Inquiry into the communicative process of IDTs in settings other than team meetings, such as during patient visits or informal settings, would provide a more comprehensive representation of how communication influences IDT dynamics and overall team functioning.
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Winowiecki, Leigh, Sean Smukler, Kenneth Shirley, Roseline Remans, Gretchen Peltier, Erin Lothes, Elisabeth King, Liza Comita, Sandra Baptista, and Leontine Alkema. "Tools for enhancing interdisciplinary communication." Sustainability: Science, Practice and Policy 7, no. 1 (April 2011): 74–80. http://dx.doi.org/10.1080/15487733.2011.11908067.

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Avramescu, Daniela, Ioan Petroman, Elena Claudia Constantin, and Melania Varga. "Interdisciplinary Use of Marketing Communication." Procedia - Social and Behavioral Sciences 197 (July 2015): 715–21. http://dx.doi.org/10.1016/j.sbspro.2015.07.076.

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Carradini, Stephen. "Artist Communication: An Interdisciplinary Business and Professional Communication Course." Business and Professional Communication Quarterly 82, no. 2 (February 5, 2019): 133–52. http://dx.doi.org/10.1177/2329490619826113.

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The arts have not received much attention from business and professional communication (BPC) scholars who are interested in workplace communication. This article begins to fill that gap by explaining a course focused on the BPC that artists produce in their careers. Students learned BPC genres by addressing arts situations: They crafted email pitches to promoters, took promotional photography, created crowdfunding proposals, and more. I argue that teaching artist communication can give a new context to existing BPC assignments, encourage interdisciplinary initiatives, and allow for the incorporation of natively digital communication genres into existing courses.
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Gürsoy, Dilek, Onur Sesigür, and Nazan Haydari. "Rethinking communication research methodologies: Interdisciplinary Ph.D. Communication Conference (IPCC)." Interactions: Studies in Communication & Culture 11, no. 1 (April 1, 2020): 3–13. http://dx.doi.org/10.1386/iscc_00001_2.

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Almeida, José Luís Vieira de. "Interdisciplinaridade no ensino: problema metodológico ou questão histórica? (abordagem ontológica)." Revista Ibero-Americana de Estudos em Educação 1, no. 2 (December 6, 2007): 162–72. http://dx.doi.org/10.21723/riaee.v1i2.442.

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Na discussão acerca da interdisciplinaridade, que se desenvolve no Brasil, predomina a idéia de que ela é um processo de integração entre disciplinas. Essa integração deve ser progressiva e, por isso, pode, inclusive, propiciar a fusão das disciplinas envolvidas. Nessa perspectiva, as relações interdisciplinares dependem, fundamentalmente, de procedimentos metodológicos que se viabilizam por meio do esforço dos professores e pesquisadores imbuídos da postura interdisciplinar.
 Esta comunicação mostra que a conduta interdisciplinar não depende de procedimentos metodológicos, nem tampouco do esforço dos professores e pesquisadores, pois ela decorre de questões de natureza histórica. Portanto, é dessa premissa que se deve partir para alcançar uma compreensão da interdisciplinaridade que permita superar a fragmentação do conhecimento.
 
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 In the debate on the interdisciplinary, which has been increasing in Brazil, the idea that it is a process of integration between disciplines still dominates. This integration must be gradual and, therefore, may even provide a fusion of the disciplines involved. In that perspective, the interdisciplinary relations depend primarily on methodological procedures are feasible through the efforts of teachers and researchers who believe in the interdisciplinary approach. This communication shows that the interdisciplinary behavior does depend neither on methodological procedures nor on the efforts of teachers and researchers because it stems from historical issues. From this premise we must go to achieve an understanding of interdisciplinary that will overcome the fragmentation of knowledge. This fragmentation arises from the social division of labor imposed by the capitalist mode of production. Therefore, the analysis of the interdisciplinary relationship can not do without the examination of the historical process that divides the work.
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신선경. "Key Conditions for Effective Interdisciplinary Communication." Journal of Speech Communication ll, no. 15 (December 2009): 251–75. http://dx.doi.org/10.18625/jsc.2009..15.251.

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Yoon, Min Young. "How Interdisciplinary Teams Elicit Collaborative Communication." Academy of Management Proceedings 2017, no. 1 (August 2017): 12578. http://dx.doi.org/10.5465/ambpp.2017.12578abstract.

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Kostevšek, Urška, Igor Drstvenšek, Jože Balič, Andrej Moličnik, Matjaž Vogrin, Snezana Stević, and Tomaž Brajlih. "INTERDISCIPLINARY COMMUNICATION IN ORTHOPEDIC SURGICAL PLANNING." Journal of Production Engineering 21, no. 2 (December 2018): 39–42. http://dx.doi.org/10.24867/jpe-2018-02-039.

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23

McClelland, Marleen, and Roberta G. Sands. "The Missing Voice in Interdisciplinary Communication." Qualitative Health Research 3, no. 1 (February 1993): 74–90. http://dx.doi.org/10.1177/104973239300300105.

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24

Mote, Philip. "Eos as an interdisciplinary communication tool." Eos, Transactions American Geophysical Union 86, no. 20 (2005): 194. http://dx.doi.org/10.1029/2005eo200007.

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Christ, Grace H., and Susan Blacker. "Improving Interdisciplinary Communication Skills with Families." Journal of Palliative Medicine 8, no. 4 (August 2005): 855–56. http://dx.doi.org/10.1089/jpm.2005.8.855.

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26

Coleman, Stephen. "Communication and creative democracy: Interdisciplinary perspectives." Prometheus 30, no. 3 (September 2012): 333–35. http://dx.doi.org/10.1080/08109028.2012.716223.

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27

Aimeur, E., G. Brassard, and S. Paquet. "Personal Knowledge Publishing: Fostering Interdisciplinary Communication." IEEE Intelligent Systems 20, no. 2 (March 2005): 46–53. http://dx.doi.org/10.1109/mis.2005.34.

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Niedzwecki, Christian, Rhonda Wolfe, Brenna Giovannetti, and Charlene Baize. "Interdisciplinary Collaboration Utilizing a Communication Framework." Archives of Physical Medicine and Rehabilitation 96, no. 10 (October 2015): e109. http://dx.doi.org/10.1016/j.apmr.2015.08.362.

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Narbutaev, Hushbak Babanazarovich. "IMPROVING THE KNOWLEDGE OF ECOLOGICAL CONTENT IN PUPILS IN INTERDISCIPLINE FOR TEACHING BIOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 12–16. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-03.

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This article talks about the problems of introducing knowledge of the interdisciplinary content of connections in the educational process, about the importance of their development, about improving the ecological content of pupils' knowledge in interdisciplinary biology teaching, about creating problematic situations, about introducing communication in society into the curricula and programs of general education schools, the introduction of environmental tasks into interdisciplinary communications, as well as the development of ecological thinking and worldviews of pupils, about the development of content, forms, teaching methods, ways of their development, environmental protection and interdisciplinary communication, are developed in synchronous and asynchronous teaching of biology in connection with natural subjects.
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Shome, Raka. "Interdisciplinary Research and Globalization." Communication Review 9, no. 1 (January 1, 2006): 1–36. http://dx.doi.org/10.1080/10714420500500828.

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Egan, Malcolm, Murat Kuscu, Michael Taynnan Barros, Michael Booth, Antoni Llopis-Lorente, Maurizio Magarini, Daniel P. Martins, Maximilian Schäfer, and Pasquale Stano. "Toward Interdisciplinary Synergies in Molecular Communications: Perspectives from Synthetic Biology, Nanotechnology, Communications Engineering and Philosophy of Science." Life 13, no. 1 (January 11, 2023): 208. http://dx.doi.org/10.3390/life13010208.

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Within many chemical and biological systems, both synthetic and natural, communication via chemical messengers is widely viewed as a key feature. Often known as molecular communication, such communication has been a concern in the fields of synthetic biologists, nanotechnologists, communications engineers, and philosophers of science. However, interactions between these fields are currently limited. Nevertheless, the fact that the same basic phenomenon is studied by all of these fields raises the question of whether there are unexploited interdisciplinary synergies. In this paper, we summarize the perspectives of each field on molecular communications, highlight potential synergies, discuss ongoing challenges to exploit these synergies, and present future perspectives for interdisciplinary efforts in this area.
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Govender, Eliza. "Interdisciplinary Perspectives: Rethinking Communication for Development and Social Change in Health Communication." Social Sciences 14, no. 2 (January 22, 2025): 56. https://doi.org/10.3390/socsci14020056.

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Communication for development and social change is an evolving field both in research and practice, transcending paradigms of conventional communication towards engaging and somewhat exposing some of the real-life communicative disorders experienced by communities. While public health and communication for development and social change operate from diverse paradigmatic thinking and are applied quite independently as disciplinary fields of study, health communication converges these fields in research and practice. In this paper, I discuss these interdisciplinary perspectives that draw from communication for development and social change principles and public health through a process of divergence and convergence towards new ways of thinking about decision making. Much of this discourse stems from understanding many health problems as a development problem first, one that recognises the role of community responses during pandemics yet at the same time places the agency back with individuals to make informed choices. Communicating for health decision making from this perspective is what I call Communicating for Health-as-Development (C4HD). C4HD foregrounds health as development, which caters to the messy, unidirectional, non-process-orientated, non-measurable and often non-data-driven approaches to health outcomes. It is in these messy health communication efforts that real development takes place. This paper, using examples from HIV and COVID-19, discusses these ongoing developments in the field and the convergence of public health and communication for development and social change from an interdisciplinary perspective, by exploring three key concepts: community engagement to influence decision making, community agency and ownership, and context and collaboration, which contribute to understanding communication for health-as-development.
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Nabirye H., Kato. "Interdisciplinary Approaches to Teaching Law and Communication." RESEARCH INVENTION JOURNAL OF LAW, COMMUNICATION AND LANGUAGES 5, no. 1 (May 14, 2025): 43–48. https://doi.org/10.59298/rijlcl/2025/514348.

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As the boundaries between disciplines continue to blur in a rapidly evolving educational and professional landscape, integrating legal and communication studies has become increasingly relevant. This paper investigates the interdisciplinary teaching of law and communication, emphasizing pedagogical strategies, curriculum development, theoretical frameworks, and institutional challenges. It investigates how collaboration between legal scholars and communication specialists can foster comprehensive, critical, and culturally nuanced learning experiences. Drawing from historical perspectives, empirical case studies, and reflective teaching models, the study demonstrates how team teaching, role-play, Socratic inquiry, and experiential assessment can cultivate students’ analytical and ethical competencies. Challenges in institutional integration, curriculum planning, and faculty coordination are examined alongside best practices and successful interdisciplinary programs. The findings advocate for sustained institutional support, faculty training, and adaptive curricula to nurture interdisciplinary learning and prepare students for complex societal roles. Keywords: Interdisciplinary Teaching, Legal Communication, Curriculum Development, Pedagogical Strategies, Team Teaching, Mass Communication Law.
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34

Dokladalova, Eva, Rédha Hamouche, and Rémy Kocik. "From Expert Computational Knowledge to Interdisciplinary Communication." Journal of Systemics, Cybernetics and Informatics 22, no. 3 (June 2024): 13–19. http://dx.doi.org/10.54808/jsci.22.03.13.

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In the contemporary landscape, the fields of cybernetics, artificial intelligence, and digital technology significantly impact society, reshaping production processes, decision-making frameworks, and human behaviors. Training engineers with transversal skills becomes imperative to navigate workflow complexities and communicate across these disciplines. We propose a new learning approach structured around expert prerequisites, integrating AI principles dedicated to Embedded Systems engineering track. Our module focuses on creating an autonomous driving vehicle using an autonomous robot kit, fostering interdisciplinary learning. Real-time demonstrations assess learning outcomes, emphasizing problem-solving skills. Inspired from recent evaluation concept of interdisciplinary assessment. Our evaluation criteria emphasize functionality, integrated idea defense, and written reports. The defense organization scheme fosters positive perceptions of interdisciplinary links.
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Makhanov, K. M., and L. V. Chirkova. "Interdisciplinary communication of physics, schemes and programming." Bulletin of the Karaganda University. "Physics" Series 98, no. 2 (June 30, 2020): 143–49. http://dx.doi.org/10.31489/2020ph2/143-149.

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The article presents the results of the development of an electronic device based on digital components, carried out jointly with schoolchildren and students. The aim of this work was the design and development of an electronic device based on 32-bit microcontrollers of the STM32 series. For the design and development of the electronic part of the device, the integrated development environment Altium Designer was used. Using a high-level C ++ language, a control program was developed in the Keil v.5 debugging environment. The microcontroller of the STM32F030K6T6 series was used as the central control processor. The electrical circuit and the circuit board of the device are developed. A highly sensitive gas sensor TGS 2610, manufactured by Figaro (Japan), was used as a sensor element. For SMS transmission, the SIM800A module was used. In the process of doing the work, students independently made electric boards using the method of irradiation of a special photoresist with a UV lamp. Practically all the components were arranged and soldered by the students on their own. Together with the students, a control program for the microcontroller was developed. To manufacture the case of the device, the «KOMPAS» environment was used. The case was printed on a 3D — printer. Calibrated the device and its test tests. According to the results of preliminary test tests of the device, it was found that the gas sensor responds to the presence of gas during the first 20 seconds from the time the leak started. False positives of the device are not fixed. The importance of the foundations of physics, computer science and mathematics in the process of designing digital devices and instruments is shown.
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Shetty, Neeta, Manuel Thomas, Surbhi Sawhney, and Mala Kundabala. "Patient record and communication in interdisciplinary dentistry." Journal of Interdisciplinary Dentistry 4, no. 2 (2014): 62. http://dx.doi.org/10.4103/2229-5194.142934.

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Kardanova-Biryukova, K. S. "Communication as an object of Interdisciplinary research." Вестник Московского государственного лингвистического университета. Гуманитарные науки, no. 2 (2021): 24–34. http://dx.doi.org/10.52070/2542-2197_2021_2_844_24.

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Reader, T. W., R. Flin, K. Mearns, and B. H. Cuthbertson. "Interdisciplinary communication in the intensive care unit." British Journal of Anaesthesia 98, no. 3 (March 2007): 347–52. http://dx.doi.org/10.1093/bja/ael372.

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Provencio, J. J. "Interdisciplinary communication in the intensive care unit." Yearbook of Critical Care Medicine 2008 (January 2008): 313–14. http://dx.doi.org/10.1016/s0734-3299(08)70642-7.

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&NA;. "Interdisciplinary Communication in the Intensive Care Unit." Survey of Anesthesiology 52, no. 1 (February 2008): 10. http://dx.doi.org/10.1097/01.sa.0000296344.12232.a9.

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Radford, Marie L. "Nonverbal communication and interdisciplinary connections: A symposium." New Jersey Journal of Communication 7, no. 2 (September 1999): 137. http://dx.doi.org/10.1080/15456879909367362.

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Werder, Kelly Page, Howard Nothhaft, Dejan Verčič, and Ansgar Zerfass. "Strategic Communication as an Emerging Interdisciplinary Paradigm." International Journal of Strategic Communication 12, no. 4 (August 8, 2018): 333–51. http://dx.doi.org/10.1080/1553118x.2018.1494181.

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Croucher, Stephen M. "Introduction to the interdisciplinary nature of communication." Review of Communication 23, no. 2 (April 3, 2023): 95–97. http://dx.doi.org/10.1080/15358593.2023.2207259.

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44

Braßler, Mirjam, and Sandra Sprenger. "Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development." Sustainability 13, no. 6 (March 22, 2021): 3494. http://dx.doi.org/10.3390/su13063494.

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Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.
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Zerfass, Ansgar. "Trend Research in Communication Management: Introducing an Interdisciplinary Approach Based on Futures Research Methodology." Communication Management Review 9, no. 2 (December 20, 2024): 6–25. https://doi.org/10.22522/cmr20240297.

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Dynamic changes in organizations and their environments offer multiple opportunities for communication leaders if they are able to anticipate where their professional advice and services might be needed. Gaining such insights early on is by no means easy. Known trend studies tend to uncover what is already known in the field, while academic research is mainly concerned with deepening knowledge on current and past practices. This article shows how this gap can be closed by introducing a novel ap¬proach to identify trends in communication management. The proposed methodological approach combines a systematic analysis of developments in society, management, and technology with the assessments of researchers from different disciplines and communication leaders. The approach has been applied in four consecutive trend research projects to date. It contributes to the body of knowledge in communication management and corporate communications and allows scholars and practitioners to take a fresh look at potential concepts and topics for knowledge transfer and continuous education.
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Arndt, Erica J., Anne Fleischer, and Geela Spira. "Improving Clinician Communication through Action Research." Home Healthcare Now 41, no. 6 (November 2023): 309–15. http://dx.doi.org/10.1097/nhh.0000000000001202.

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There are many challenges to interdisciplinary communication in home care. Management often takes a top-down approach, instructing home care clinicians on methods to improve communication. In this pretest-posttest intervention study, a bottom-up approach was taken using a focus group to allow home care clinicians to identify, develop, and implement strategies to share critical clinical and social information. The participants in the intervention group were compared with a control group who did not participate in the focus group. We found that empowering home care clinicians to develop strategies to improve interdisciplinary communication was beneficial in improving interdisciplinary collaboration. Actively involving home care clinicians in identifying issues and developing solutions may lead to improved collaboration.
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Kiraly, Tristan, Shelagh Quinn, Janice Fyfe, and Edith Kernerman. "Walk the Doc Talk." Clinical Lactation 7, no. 2 (2016): 49–56. http://dx.doi.org/10.1891/2158-0782.7.2.49.

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There is limited research on interdisciplinary communication between lactation consultants (International Board Certified Lactation Consultant [IBCLC]) and other healthcare professionals. An online survey assessed how healthcare professionals (physicians, surgeons, and alternative practitioners) perceive lactation consultants and what language, forms of communication, and practices are helpful. Participants (N = 75) indicated mostly positive experiences. Negative experiences included lack of communication or dissatisfaction with experience or outcome. Breastfeeding terms were, on average, “somewhat clear,” and several were correlated with perceived adequacy of breastfeeding knowledge. Participants indicated that communications from lactation consultants should include a plan for follow-up, an outline of the safety and rationale for use of potentially unfamiliar treatments, and contact information. The preferred form of communication varied. Improving interdisciplinary communication and collaboration will likely result in better support for breastfeeding dyads.
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48

Pitsch, Karola, and Vivian Raithel. "International and Interdisciplinary Workshop on Multimodal Communication at the Center for Interdisciplinary Research." Gesture 4, no. 1 (June 10, 2004): 109–13. http://dx.doi.org/10.1075/gest.4.1.10pit.

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49

Maués de Souza, Fernando, Rômulo Evandro Leão, and Janides De Nazaré Baía Siqueira. "COMMUNICATION AND INTERDISCIPLINARY TEAM WORK IN PALLIATIVE CARE." Health and Society 2, no. 04 (September 2, 2022): 124–48. http://dx.doi.org/10.51249/hs.v2i04.899.

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Palliative care is a treatment modality that aims to improve the quality of life of patients and their families. Communication and interdisciplinary relationships are significant elements in the palliative care process. The present study aims to point out the importance of interdisciplinary communication, based on the approach of different authors, in the, care of patients in palliative care. This is an exploratory research, having as a tool the bibliographic review of authors who discuss the subject. In this study, the importance of communication in interdisciplinary teamwork in the team, patient and family relationship is verified.
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50

Yesnazar, Asel, Amangeldi Japbarov, Ainur Zhorabekova, Zauret Kabylbekova, Artyk Nuralieva, and Uaidullakyzy Elmira. "Elementary school children’s speech skills in interdisciplinary ICT communication." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 147–59. http://dx.doi.org/10.18844/wjet.v12i4.5183.

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An analysis of the state of pedagogical practice and scientific and methodological literature speaks of shortcomings in solving the problem of the formation of elementary schoolchildren’s speech skills. This article is devoted to the formation of elementary schoolchildren's speech skills in interdisciplinary communication. The purpose of our experimental work is to verify the effectiveness of our methodology for the sustainable of speech skills in interdisciplinary communication. In preparation for the experimental work, the following objectives were set; to identify the level of formation of speech skills (motivational, informative, reflective), development of a complex of diagnostic methods: observation, questionnaires, diagnostic methods, assessment, self-esteem, etc., on the basis of the data obtained to determine the level of formation of speech skills in interdisciplinary ICT communication. Therefore, the aim of our study is to analyze the state of formation of elementary schoolchildren’s speech skills in interdisciplinary communication. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, we can say that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. On the whole, our study proved that systematic work is needed to form elementary schoolchildren’s speech skills. Keywords: speech skills, interdisciplinary communication, integration, elementary school, formation, criteria, indicators, levels.
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