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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.

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Related Experiment Video

Updated: Jun 21, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Developing a peer assessment of lecturing instrument: lessons learned.

Lori R Newman1, Beth A Lown, Richard N Jones

  • 1Shapiro Institute for Education and Research, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, Massachusetts 02215, USA. lnewman@bidmc.harvard.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|July 30, 2009
PubMed
Summary
This summary is machine-generated.

Developing a validated peer assessment instrument for medical lectures showed high internal consistency but low interrater agreement. Faculty involvement is key for trust and future use in academic promotion.

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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Last Updated: Jun 21, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Published on: September 11, 2021

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

  • Medical Education
  • Health Professions Education
  • Faculty Development

Background:

  • Peer assessment of teaching enhances instructional quality and summative evaluation.
  • Validated, criterion-based peer assessment instruments are scarce.
  • High-stakes decisions in academia require reliable teaching evaluations.

Purpose of the Study:

  • To develop and pilot test a new instrument for peer assessment of medical lecturing.
  • To address the lack of validated, criterion-based peer assessment tools.
  • To share lessons learned in instrument development and testing.

Main Methods:

  • Utilized the Delphi method with academic faculty leaders to develop the instrument.
  • Employed consensus building to define assessment criteria, scoring rubrics, and behavioral anchors.
  • Pilot tested the instrument by having participants assess medical school lectures.

Main Results:

  • The instrument demonstrated high internal consistency (alpha = 0.87).
  • Low interrater agreement was observed across criteria and the global measure (ICC = 0.27).
  • Faculty involvement in criteria development was crucial for trust.

Conclusions:

  • Faculty buy-in is essential for the credibility and reliability of peer assessment tools.
  • Proper training for peer raters is necessary to improve interrater agreement.
  • Reliable peer assessment can inform academic promotion processes if interrater agreement is enhanced.