Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

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...
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...
Fundamentals of Nursing Process II01:25

Fundamentals of Nursing Process II

There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
Fundamentals of Nursing Process I01:27

Fundamentals of Nursing Process I

The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

How Ready Are Our Near-Graduates for Internship? Data from Seven Medical Schools.

Medical science educator·2026
Same author

Using a Large Language Model to Extract Information from Student Submitted Free-Text Feedback.

Medical science educator·2026
Same author

"SP" (aka Standardized/Simulated Patient/Participant/Person).

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
Same author

Trusting your gut: a hairy situation-gastric trichobezoar case report.

Frontiers in pediatrics·2026
Same author

Assessing workload, compensation, and burnout in academic dermatology: a national multi-institutional survey study.

International journal of women's dermatology·2026
Same author

A Rare Case of Esophageal Fordyce Spots (EFS) or Ectopic Esophageal Sebaceous Glands (EESG).

Clinical case reports·2026
Same journal

Calendar of Courses, Symposiums and Conferences.

The American journal of gastroenterology·2026
Same journal

Molecular Nonendoscopic Tests for the Early Detection of Esophageal Squamous Carcinoma and High-Grade Dysplasia: Promising Progress.

The American journal of gastroenterology·2026
Same journal

ACG Clinical Guideline: Colonic Diverticulitis.

The American journal of gastroenterology·2026
Same journal

Continuing Medical Education Questions: July 2026.

The American journal of gastroenterology·2026
Same journal

Continuing Medical Education Questions: July 2026.

The American journal of gastroenterology·2026
Same journal

2026 CME Information.

The American journal of gastroenterology·2026
See all related articles

Related Experiment Video

Updated: Jun 13, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Teaching the competencies: using observed structured clinical examinations for faculty development.

David Alevi1, Peter J Baiocco, Sita Chokhavatia

  • 1New York University School of Medicine, New York, New York, USA.

The American Journal of Gastroenterology
|May 7, 2010
PubMed
Summary
This summary is machine-generated.

Gastroenterology fellowship programs can improve faculty feedback skills using Observed Structured Clinical Exams (OSCEs). This faculty development method enhances constructive criticism delivery for better trainee learning.

Related Experiment Videos

Last Updated: Jun 13, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

  • Medical Education
  • Gastroenterology Training

Background:

  • Gastroenterology (GI) training programs require faculty to teach and provide feedback to fellows.
  • Faculty often lack comfort and specific skills in delivering effective feedback to trainees.
  • Developing faculty teaching abilities is crucial for successful fellowship programs.

Purpose of the Study:

  • To assess the utility of Observed Structured Clinical Exams (OSCEs) as a faculty development tool in GI training.
  • To evaluate the impact of an OSCE-based program on faculty's feedback delivery skills and comfort levels.
  • To provide faculty with specific criteria for rating fellow performance during OSCEs.

Main Methods:

  • Faculty participated in a web-based training module and received feedback guidelines.
  • Fellows completed four OSCE stations, assessed by faculty using standardized checklists.
  • Faculty rated program components and their own feedback comfort post-intervention.

Main Results:

  • All participating faculty recognized feedback as a vital learning tool and supported incorporating self-assessment.
  • Post-program, 87.5% of faculty reported increased focus on specific behaviors when giving feedback.
  • 75% of faculty found giving negative feedback easier after the OSCE intervention.

Conclusions:

  • Observed Structured Clinical Exams (OSCEs) effectively serve as practical training for faculty development in delivering constructive feedback.
  • This approach enhances faculty confidence and skill in providing actionable feedback to GI fellows.
  • OSCEs offer a structured environment to improve teaching and assessment in medical education.