Exploring the Impact of Innovative Pedagogical Strategies and Digital Tools on Student Engagement and Learning Outcomes in Healthcare Communication: A Phenomenological Study of Educators’ Experiences
Main Article Content
Abstract
The adoption of digital tools in education and pedagogy has rapidly transformed interactions between educators and students in healthcare-related disciplines. Despite the growing use of platforms like educational technology systems and virtual learning environments, little is known about how these tools shape the lived experiences of educators and learners in real-world settings. This study aims to explore these experiences through the lens of phenomenology, addressing the gap in understanding the deeper meaning and impact of digital tools on teaching and learning processes in healthcare education.Using a phenomenological approach, we conducted in-depth interviews with educators and students to understand their personal experiences and perceptions. The findings reveal that while digital tools are widely embraced for convenience, they also introduce challenges related to trust, privacy concerns, and the depersonalization of teaching interactions.. These results offer valuable insights into how digital communication affects the educator-student relationship and suggest the need for further research into optimizing these tools for more empathetic and effective educational communication in healthcare contexts.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Akalin, A., & Sahin, S. (2020). Obstetric simulation in undergraduate nursing education: An integrative review. Nursing Forum, 55(3), 369–379. https://doi.org/10.1111/nuf.12437
Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-75379-0
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247. https://doi.org/10.1016/j.actpsy.2024.104318
Hsiao, T.-C., Chuang, Y.-H., Chang, C.-Y., Chen, T.-L., Zhang, H.-B., & Chang, J.-C. (2023). Combining building block process with computational thinking improves learning outcomes of Python programming with peer assessment. SAGE Open, 13(4). https://doi.org/10.1177/21582440231217715
Kharaba, Z., AlAhmad, M. M., Ahmed Elnour, A., Abou Hajal, A., Abumweis, S., & Ghattas, M. A. (2023). Are we ready yet for digital transformation? Virtual versus on-campus OSCE as assessment tools in pharmacy education. A randomized controlled head-to-head comparative assessment. Saudi Pharmaceutical Journal, 31(3), 359–369. https://doi.org/10.1016/j.jsps.2023.01.004
Le, T. Q., & Do, T. T. A. (2019). Active teaching techniques for engineering students to ensure the learning outcomes of training programs by CDIO approach. International Journal on Advanced Science, Engineering and Information Technology, 9(1), 266–273. https://doi.org/10.18517/ijaseit.9.1.7959
Lin, G. S. S., Foong, C. C., & Kumaresan, R. (2024). From outdated to outstanding: An institution’s journey in reforming the dental materials science curriculum and lessons learned. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-06223-2
Loder, C. M., Minadeo, L., Jimenez, L., Luna, Z., Ross, L., Rosenbloom, N., Stalburg, C. M., & Harris, L. H. (2020). Bridging the expertise of advocates and academics to identify reproductive justice learning outcomes. Teaching and Learning in Medicine, 32(1), 11–22. https://doi.org/10.1080/10401334.2019.1631168
Meng, J., Jin, Y., Lee, Y.-I., & Kim, S. (2019). Can Google Analytics certification cultivate PR students’ competency in digital analytics? A longitudinal pedagogical research. Journalism and Mass Communication Educator, 74(4), 388–406. https://doi.org/10.1177/1077695818816916
Pesovski, I., Santos, R., Henriques, R., & Trajkovik, V. (2024). Generative AI for customizable learning experiences. Sustainability, 16(7). https://doi.org/10.3390/su16073034
Prystupa, Y., Kryshtanovych, S., Danylevych, M., Lapychak, I., Kryshtanovych, M., Sikorskyi, P., Podolyak, Z., & Basarab, V. (2020). Features of formation the professional competence of future managers of physical culture and sports. Journal of Physical Education and Sport, 20, 441–446. https://doi.org/10.7752/jpes.2020.s1064
Rahman, R. A., Masrom, S., Samad, N. H. A., Daud, R. M., & Mutia, E. (2023). Machine learning prediction of video-based learning with technology acceptance model. Indonesian Journal of Electrical Engineering and Computer Science, 29(3), 1560–1566. https://doi.org/10.11591/ijeecs.v29.i3.pp1560-1566
Tang, S.-C., & Tang, L.-C. (2024). Exploring the impact of digital concept mapping methods on nurse students’ learning anxiety, learning motivation. Evaluation and Program Planning, 106. https://doi.org/10.1016/j.evalprogplan.2024.102466
Vega, N. D., Basri, M., & Nur, S. (2023). Integrating mobile-assisted learning for a dynamic blended approach in higher education. Indonesian Journal of Electrical Engineering and Computer Science, 32(2), 819–827. https://doi.org/10.11591/ijeecs.v32.i2.pp819-827
Wang, S., Sun, Z., Li, M., Zhang, H., & Metwally, A. H. S. (2024). Leveraging TikTok for active learning in management education: An extended technology acceptance model approach. International Journal of Management Education, 22(3). https://doi.org/10.1016/j.ijme.2024.101009
Yang, C.-M., & Hsu, T.-F. (2020). Integrating design thinking into a packaging design course to improve students’ creative self-efficacy and flow experience. Sustainability, 12(15). https://doi.org/10.3390/SU12155929
Zhang, X., Sun, J., & Deng, Y. (2023). Design and application of intelligent classroom for English language and literature based on artificial intelligence technology. Applied Artificial Intelligence, 37(1). https://doi.org/10.1080/08839514.2023.2216051