Alle Publikationen
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2017
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(2017): Emotional-social intelligence. Development during online and on-campus holistic healthcare programs. ProQuest Information & Learning, US.
Abstract: As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland. Dissertation. Berlin: Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät. Online verfügbar unter http://edoc.hu-berlin.de/dissertationen/hoessler-ulrich-2017-01-31/PDF/hoessler.pdf, zuletzt geprüft am 30.04.2019
DOI: https://doi.org/10.18452/17721 Abstract: Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet. This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.
Keywords: AL 17900, Bildung, competence, Curriculum, didactic, Didaktik, educational sciences, Employability, erfahrungsorientiert, Erziehungswissenschaft, Evaluation, experiential, formal, formell, higher education, Hochschule, implicit, implizit, informal, informell, Intercultural, Intercultural communication, intercultural competence, interkulturell, Interkulturelle Kommunikation, Interkulturelle Kompetenz, internationalisation, Internationalisierung, key qualifikation, Kompetenz, Kompetenzerwerb, Learning, learning process, Lernen, Lernprozess, model, Modell, Pädagogik, pedagogic, qualification, Qualifizierung, Schlüsselqualifikation, Schul- und Bildungswesen, situated cognition, situiert, Unterricht, vergleichend 2015
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(2015): Teaching professional and humanistic values. Suggestion for a practical and theoretical model. In: Patient education and counseling 98 (2), S. 162-167. DOI: 10.1016/j.pec.2014.10.022
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25468396 Abstract: OBJECTIVES To suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values. METHODS The author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs. RESULTS The combination of teaching methods that comprise the model evolved over 30 years from the experience of several large collaborations with educators in teaching learners at all levels of medical education. The four teaching methods are (1) experiential learning of skills, (2) critical reflection, (3) a supportive group process, and (4) a sufficiently longitudinal curriculum. Together, these methods create a theoretical model with mutually reinforcing elements for enhancing commitment to core values and optimizing professional identity formation. CONCLUSIONS This paper describes the combined model and the methods in detail and reviews evidence favoring incorporation into curricula. PRACTICE IMPLICATIONS The combined model educationally enhances core values that underlie the professional identity formation of physicians. The model is practical and generalizable, and should be used by curriulum planners.
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(2015): Can we learn to treat one another better? A test of a social intelligence curriculum. In: PLoS one 10 (6)
Abstract: This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adult, Analysis of Variance, College Students, Curriculum, Emotional Intelligence, Female, Humans, Intelligence, Interaktionsforschung, Lerntheorien, Male, online curriculum, positive social connections, Self Concept, Social intelligence, Social Skills, Soziale Intelligenz, Surveys and Questionnaires, Young Adult 2014
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(2014): Professionalism. A framework to guide medical education. In: Medical education 48 (10), S. 980-987. DOI: 10.1111/medu.12520
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25200018 Abstract: CONTEXT Despite considerable advances in the incorporation of professionalism into the formal curriculum, medical students and residents are too often presented with a mechanical, unreflective version of the topic that fails to convey deeper ethical and humanistic aspirations. Some misunderstandings of professionalism are exacerbated by commonly used assessment tools that focus only on superficially observable behaviour and not on moral values and attitudes. METHODS Following a selective literature review, we engaged in philosophical ethical analysis to identify the key precepts associated with professionalism that could best guide the development of an appropriately reflective curriculum. RESULTS The key precepts needed for a robust presentation of professionalism can be grouped under two headings: 'Professionalism as a trust-generating promise' (representing commitment to patients' interests, more than a mere business, a social contract, a public and collective promise, and hard work), and 'Professionalism as application of virtue to practice' (based on virtue, deeper attitudes rather than mere behaviour, and requiring of practical wisdom). CONCLUSIONS These key precepts help students to avoid many common, unreflective misunderstandings of professionalism, and guide faculty staff and students jointly to address the deeper issues required for successful professional identity formation.
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