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Related Concept Videos

Lazarus's Cognitive Appraisal Theory01:20

Lazarus's Cognitive Appraisal Theory

Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
Primary Appraisal:...
Introduction to Stress and Lifestyle01:27

Introduction to Stress and Lifestyle

Stress is a multifaceted response to events perceived as challenging or threatening, highlighting physical, emotional, cognitive, and behavioral reactions. Physically, stress can lead to fatigue, sleep disruptions, and various health issues such as frequent colds, chest pains, and nausea. Emotionally, it can manifest as anxiety, depression, irritability, and anger triggered by both minor and major life events. Cognitively, it may result in difficulty in concentration, memory, and...
Psychological Responses to Stress01:20

Psychological Responses to Stress

Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
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...
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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Patient-centered Care01:13

Patient-centered Care

Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...

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Related Experiment Video

Updated: Jun 17, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Learner-centred medical education: Improved learning or increased stress?

Michelle McLean1, Trevor J Gibbs

  • 1United Arab Emirates University, United Arab Emirates. mcleanm@uaeu.ac.ae

Education for Health (Abingdon, England)
|December 24, 2009
PubMed
Summary

Medical education reform emphasizes learner-centered approaches, but educators may not fully embrace this philosophy. True learner-centeredness requires acknowledging the whole student, including their diversity, to foster compassionate healthcare professionals.

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Last Updated: Jun 17, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Educational Theory
  • Healthcare Professional Training

Background:

  • Medical education globally is shifting towards learner-centered approaches.
  • This reform presents implications for both educators and learners regarding stress and difficulties.
  • The effectiveness of these learner-centered curricula in practice remains a point of discussion.

Purpose of the Study:

  • To argue that medical educators may not fully understand or embrace learner-centeredness.
  • To highlight the gap between professed learner-centered curricula and actual practice.
  • To advocate for a comprehensive learner-centered philosophy in medical training.

Main Methods:

  • Commentary and critical analysis of current trends in medical education.
  • Discussion of the application of educational theory in medical curricula.
  • Review of the principles of patient-centered care and the biopsychosocial model.

Main Results:

  • Medical training often remains focused on the biomedical model, neglecting psychosocial aspects.
  • There is a discrepancy between stated learner-centered principles and actual implementation in many medical schools.
  • Learner-centeredness is crucial for developing holistic and sensitive healthcare providers.

Conclusions:

  • Medical education must adopt a true learner-centered philosophy that acknowledges the entire student.
  • This philosophy should encompass the diversity of students and patients (gender, cultural, religious).
  • Support structures, role models, and faculty development are essential for cultivating caring healthcare professionals.