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Intercultural Communication:
1. What is communication? Communication is a process involving the exchange of information. Successful communication requires a transmission of meaning, and that understanding and acceptance also occur. The role of receiver and sender is interchangeable because the roles keep changing and interchanging. Because the ultimate goal of communication is acceptance of the message, some modification of original message, using feedback both on the part of the receiver and the sender may occur. This is especially true of cross cultural communication. It is essential that you check for meaning and understanding.
2. Communication and the classroom. Communication is natural among people but misunderstandings are common. The classroom is one of the worst places for misunderstanding to occur. According to Stanley (1987) disastrous consequences may occur, such as: damaged relationships between learner and instructor, loss of confidence in the learner, loss of the instructor’s credibility, and confusion, disappointment, or despair on both sides. Communication Style: Learner and Instructor It is important to realize that the communication style of your instructor can conflict with your preferred communication style. (Phillips, 1983) For example, important differences can include: q wait time between utterances (how fast or slow do you talk?) q how a person gains attention q how a person acknowledges that a message has been understood (verbal, and non-verbal) q how people take turns in a conversation Pay attention to both classroom and tutorial communications, between faculty and fellow students. Miscues can lead to inappropriate responses on the part of both students and instructor, a seeming uncooperative atmosphere, and subsequent potential for lack of respect. Whereas good communication can build trust, shared decision-making, good peer learning and teaching, and confident learners.
3. Barriers to effective communication. Stanley (1987) describes some barriers to effective communication in the classroom: q Poor listening. On the part of instructor (sender) or student (listener).
q Information overload.
Student or instructor (receiver) may become overloaded with q Poor sequencing of presentation. A jumbled presentation can interrupt the learner’s concentration.
q Semantics. The
use of language without precise meaning. A lack of clarity in
presentation.
q Distancing.
The instructor may appear too distant from learners. A misunderstanding
of intention
q Mental set and
trained incapacities. The practice of selective retention on the part
of learners. q Anxiety and fear. This is especially true of learners that have been out of the classroom for many years. q Lack of interest. A problem of motivation for the subject content. q Outside distraction. Problems with the learning environment. q Lack of background information. This involves learner characteristics that can impact your learning.
q
Self Concept/Self Image: Learner and instructor comparing themselves to one another and
forming
4. Intercultural Communication. Defining culture: A social system consisting of learned behaviors, artistic traditions, technological achievements, communicative techniques, religious beliefs, philosophical concepts, even genetic characteristics. (Sitaram, 1976, pg.19) Defining intercultural communication: Interaction between members of differing cultures, creating the possibility that the value systems of the interacting members are so different that real understanding is quite difficult. Elements of communication that may be affected by culture: Perception, information retention, pitch, articulation, intelligibility, translation, and dialect. Non-verbal factors in intercultural communication.
5. Communication and medicine; cultural competence in health care. Good communication between patient and health provider is essential for providing and receiving good health care. The practitioner brings a wealth of medical knowledge to the clinical setting, but only the patient really knows what their symptoms are, how long the duration and how intense, and other pertinent diagnostic information. Patients need to feel comfortable in the health care setting, in order to communicate freely and honestly with the health practitioners. It can be helpful to verify communications and ask patients what their concerns are, and to be aware of family needs. The achievement of good communication between patients, families, and health providers, despite differences in ethnicity, language, or health practice is known as cultural competence in providing health care. As a medical student, you should understand how good communication impacts the quality of health care delivery and develop your awareness, through clinical experience, of how to communicate well with your patients, whoever they are. For more information, refer to the OCEP student library (BMSB 106), or the HSC library on communication and health care, and cross cultural medicine practice.
Websites with related information: Health Resources & Services Administration (HRSA) HRSA Bureau of Primary Health Care HRSA Bureau of Health Professions New Mexico Border Health Council Office of Civil Rights New Mexico Geriatric Education Center American Indian Science & Engineering Society Society for Advancement of Chicanos and Native
Americans in Science Health Action New Mexico American Medical Association Public Health Service Conference to Promote Cultural
Competence and Women's Health Cultural Competence and Women's Health Curricula Hispanic Health Curriculum, University of Colorado
References : Brislin, R.W. & Yoshida,
t. (1994). Improving Intercultural Interactions. Sage: Thousand
Oaks, CA.
Contact the
Hispanic and Native American Center of Excellence
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