Health communication: a future direction for instructional communication research

Erin DonovanDepartment of Communication Studies, Center for Health Communication, Moody College of Communication, The University of Texas, Austin, TX, USACorrespondence[email protected]

Brad LoveStan Richards School of Advertising and Public Relations, Center for Health Communication, Moody College of Communication, The University of Texas, Austin, TX, USA

Michael MackertStan Richards School of Advertising and Public Relations, Center for Health Communication, Moody College of Communication, The University of Texas, Austin, TX, USA

Anita VangelistiDepartment of Communication Studies, Center for Health Communication, Moody College of Communication, The University of Texas, Austin, TX, USA

David RingDell Medical School, Center for Health Communication, The University of Texas, Austin, TX, USA

References

Morreale, S. P., Valenzano, J. M., & Bauer, J. A. (2016). Why communication education is important: A third study on the centrality of the discipline’s content and pedagogy. Communication Education. Advance online publication. doi: 10.1080/03634523.2016.1265136
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Sellnow, D. D., Limperos, A., Spence, P. R., Frisby, B. N., Sellnow, T. L., & Downs, E. (2015). Expanding the scope of instructional communication research: Looking beyond classroom contexts. Communication Studies, 66, 417–432. doi: 10.1080/10510974.2015.1057750
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Wanzer, M. B., Booth-Butterfield, M., & Gruber, K. (2004). Perceptions of health care providers’ communication: Relationships between patient-centered communication and satisfaction. Health Communication, 16, 363–384. doi: 10.1207/S15327027HC1603_6
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