{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80281"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80281","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teaching and Learning in Telemedical Consultations","abstract":"\"In 1996 the Institute of Medicine published the book Telemedicine : A Guide to Telecommunications in Health Care and noted that there was a \"\"Training Effect\"\" observed in those requesting practitioners who participate with their patients in a series of similar telemedical consultations. Using Observation, questionnaires, interviews, and review of relevant literature and documents, this exploratory qualitative study attempted to explain this \"\"Training Effect\"\" by answering the research question: \"\"What type(s) of learning best explain how supervised clinical training is being conducted via telemedical videoconferencing?\"\" Of the four types of learning considered (i.e., Social Cognitive Learning as operationalized by Cognitive Apprenticeship, Guided Inquiry, Autonomous Learning, and Reception Learning) the data found that fragmented Cognitive Apprenticeship and Reception Learning were the main types of learning being utilized by consulting telemedical practitioners. in spite of viewing the practice of medicine as risky, a trend was seen in which the type(s) of learning utilized appeared to be related to how the learning environment was viewed (i.e., Safe, Moderately Safe, or Risky). This environmental view presented a problem, in that, the types of learning found in use did not address the \"\"Applicative Fallacy\"\" that what has been learned can now be applied in ways that have been constructed and consensually validated by the profession. Teaching and learning in telemedical consultations was complicated farther by practitioner's attempts to deal with a socio-technical dilemma of process versus technology, and a secondary complex environmental dilemma of. Control versus Autonomy; Procedure versus Innovation; and Risky versus Safe. Successful resolution of this second dilemma provided the bounded flexibility that allowed for the resolution of the socio-technical dilemma. Resolution of these dilemmas enabled telemedical practitioner's to see the learning environment as risky and address the Applicative Fallacy through the use of Social Cognitive Leaning as operationalized in Cognitive apprenticeship.\"","abstract_html":""In 1996 the Institute of Medicine published the book Telemedicine : A Guide to Telecommunications in Health Care and noted that there was a ""Training Effect"" observed in those requesting practitioners who participate with their patients in a series of similar telemedical consultations. Using Observation, questionnaires, interviews, and review of relevant literature and documents, this exploratory qualitative study attempted to explain this ""Training Effect"" by answering the research question: ""What type(s) of learning best explain how supervised clinical training is being conducted via telemedical videoconferencing?"" Of the four types of learning considered (i.e., Social Cognitive Learning as operationalized by Cognitive Apprenticeship, Guided Inquiry, Autonomous Learning, and Reception Learning) the data found that fragmented Cognitive Apprenticeship and Reception Learning were the main types of learning being utilized by consulting telemedical practitioners. in spite of viewing the practice of medicine as risky, a trend was seen in which the type(s) of learning utilized appeared to be related to how the learning environment was viewed (i.e., Safe, Moderately Safe, or Risky). This environmental view presented a problem, in that, the types of learning found in use did not address the ""Applicative Fallacy"" that what has been learned can now be applied in ways that have been constructed and consensually validated by the profession. Teaching and learning in telemedical consultations was complicated farther by practitioner's attempts to deal with a socio-technical dilemma of process versus technology, and a secondary complex environmental dilemma of. Control versus Autonomy; Procedure versus Innovation; and Risky versus Safe. Successful resolution of this second dilemma provided the bounded flexibility that allowed for the resolution of the socio-technical dilemma. Resolution of these dilemmas enabled telemedical practitioner's to see the learning environment as risky and address the Applicative Fallacy through the use of Social Cognitive Leaning as operationalized in Cognitive apprenticeship."","abstract_has_math":false,"creators":["Higgins, Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Farmer, James A., Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:20Z","date_published":"2015-09-25T19:56:20Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Technology of"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9912264"],"render_values":[{"text":"(MiAaPQ)AAI9912264","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80281","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Farmer, James A., Jr."]},{"key":"dc:creator","label":"Author","values":["Higgins, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:20Z","10000-01-01","1998"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80281","(MiAaPQ)AAI9912264"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"In 1996 the Institute of Medicine published the book Telemedicine : A Guide to Telecommunications in Health Care and noted that there was a \"\"Training Effect\"\" observed in those requesting practitioners who participate with their patients in a series of similar telemedical consultations. Using Observation, questionnaires, interviews, and review of relevant literature and documents, this exploratory qualitative study attempted to explain this \"\"Training Effect\"\" by answering the research question: \"\"What type(s) of learning best explain how supervised clinical training is being conducted via telemedical videoconferencing?\"\" Of the four types of learning considered (i.e., Social Cognitive Learning as operationalized by Cognitive Apprenticeship, Guided Inquiry, Autonomous Learning, and Reception Learning) the data found that fragmented Cognitive Apprenticeship and Reception Learning were the main types of learning being utilized by consulting telemedical practitioners. in spite of viewing the practice of medicine as risky, a trend was seen in which the type(s) of learning utilized appeared to be related to how the learning environment was viewed (i.e., Safe, Moderately Safe, or Risky). This environmental view presented a problem, in that, the types of learning found in use did not address the \"\"Applicative Fallacy\"\" that what has been learned can now be applied in ways that have been constructed and consensually validated by the profession. Teaching and learning in telemedical consultations was complicated farther by practitioner's attempts to deal with a socio-technical dilemma of process versus technology, and a secondary complex environmental dilemma of. Control versus Autonomy; Procedure versus Innovation; and Risky versus Safe. Successful resolution of this second dilemma provided the bounded flexibility that allowed for the resolution of the socio-technical dilemma. Resolution of these dilemmas enabled telemedical practitioner's to see the learning environment as risky and address the Applicative Fallacy through the use of Social Cognitive Leaning as operationalized in Cognitive apprenticeship.\"","Made available in DSpace on 2015-09-25T19:56:20Z (GMT). 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Using Observation, questionnaires, interviews, and review of relevant literature and documents, this exploratory qualitative study attempted to explain this \"\"Training Effect\"\" by answering the research question: \"\"What type(s) of learning best explain how supervised clinical training is being conducted via telemedical videoconferencing?\"\" Of the four types of learning considered (i.e., Social Cognitive Learning as operationalized by Cognitive Apprenticeship, Guided Inquiry, Autonomous Learning, and Reception Learning) the data found that fragmented Cognitive Apprenticeship and Reception Learning were the main types of learning being utilized by consulting telemedical practitioners. in spite of viewing the practice of medicine as risky, a trend was seen in which the type(s) of learning utilized appeared to be related to how the learning environment was viewed (i.e., Safe, Moderately Safe, or Risky). This environmental view presented a problem, in that, the types of learning found in use did not address the \"\"Applicative Fallacy\"\" that what has been learned can now be applied in ways that have been constructed and consensually validated by the profession. Teaching and learning in telemedical consultations was complicated farther by practitioner's attempts to deal with a socio-technical dilemma of process versus technology, and a secondary complex environmental dilemma of. Control versus Autonomy; Procedure versus Innovation; and Risky versus Safe. Successful resolution of this second dilemma provided the bounded flexibility that allowed for the resolution of the socio-technical dilemma. Resolution of these dilemmas enabled telemedical practitioner's to see the learning environment as risky and address the Applicative Fallacy through the use of Social Cognitive Leaning as operationalized in Cognitive apprenticeship.\"","Made available in DSpace on 2015-09-25T19:56:20Z (GMT). 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