This workshop will prepare academic advisors to operate effectively while protecting themselves from becoming embroiled in controversy.

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Poor interprofessional communication has been linked to decreased quality of patient care and increased numbers of medical errors. Increased occupational stress due to lack of effective interprofessional communication can lead to poor job satisfaction and burnout. The purpose of this study was to identify barriers to interprofessional communication as perceived by radiologic technologists. In particular, how did demographic data influence these perceptions? The research was conducted during June of 2009. The population for this survey consisted of registered radiologic technologists employed at hospitals in Northeast Tennessee. A locally developed survey questionnaire covering the subject of interprofessional communication was distributed to a cluster sample directly involved in patient care. Participants indicated that interprofessional communication effects their occupational stress and job satisfaction in addition to the quality of patient care. This analysis revealed that radiographers experienced the most difficulty communicating with nurses.

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Excerpt: According to the United States Centers for Disease Control and Prevention (CDC), approximately 20 million Americans are currently infected with human papillomavirus (HPV), and another 6 million will become newly infected each year.

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Participants will discuss how they could use the lab concept in courses outside of the sciences to encourage and improve student engagement. The questions participants will be able to answer after attending the session will be: (1) How can I use a "lab" in my classes? and (2) How could use a lab improve student engagement?

There is abundant literature on best practices for instruction. But what can our own students tell us about their experience with online instruction and how can those experiences inform our decisions about how we operate as online instructors? Why should we listen to them? In this session you'll be introduced to a study (albeit informal!) in which the instructor actually ASKED her students for information and as a group, we'll discuss how we can apply what we learn from our students. Objectives: To discuss ways we can improve our teaching by listening to our students; to view our teaching through our students' eyes

As faculty we probably have strong feelings about online teaching and we certainly have pet peeves about our students. What if we were to ask our students what their pet peeves about us or our online classes are? (The student assessment of instruction at my own institution doesn’t include a question this direct). And yikes! once we ask, what do we do with that information? Whether you are new to online or an experienced online instruction, come join the conversation and together we will discuss ways to ‘tame the online beast.’

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