Fostering Communication in Health and Rehabilitation
to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).
Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
This part of Academic Exchange Quarterly focuses on academic strategies to foster unique and creative approaches to fostering ethical and competent communication in health and rehabilitation.
Papers can address: 1) Novel and creative administrative, didactic, technological and curricular approaches for health and rehabilitation students to enhance their electronic, written, oral, listening and non-verbal communication, in a variety of contexts (intrapersonal; interpersonal; small group; organizational; public speaking; media; telecommunication; telemedicine). This could include communication within or between disciplines, (including team-based communication); and, between professionals and consumers (i.e., patient and families). 2) Novel and creative strategies to promote ethical communication and encourage awareness of how one’s own ethics effect communication and practice decisions with patients. 3) Novel and creative clinical training, portfolio construction (including e-portfolios) and other communication or competency-based strategies to foster students' professional and personal development.
Manuscripts are sought that deal with topics such as, (but not limited to), those raised by the following questions: What unique, creative instructional methods, programs, or curriculum are being used in clinical, lab, classroom or electronic settings to enhance communication skills in health care professionals? How is communication competency fostered in our students in the following areas: advocacy and policy development; ethical communication; leadership development; prevention; public relations; strategic communication planning; risk management; and, communication with third-party payers? How are students taught to become ethical and effective communicators with professionals in other disciplines, and to engage in collaborative multi-disciplinary problem-solving? How can faculty reacculturate students to break out of their "professional silos," to both harvest innovations from other disciplines, and communicate with persons in other disciplines to solve complex and system-wide challenges? How can faculty instruct students in health and rehabilitation to effectively identify, assess, and disseminate significant innovations? How can faculty and programs effectively communicate to attract and nurture a diverse body of future health care professionals, including students with disabilities? How are students being taught to effectively communicate with diverse, multi-cultural populations? What faculty development strategies support any or all of the aforementioned issues?
Manuscripts are also sought that describe evaluations (quantitative or qualitative) of the aforementioned instructional programs.
Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: HEALTH-4