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

Types of Errors: Detection and Minimization01:12

Types of Errors: Detection and Minimization

Error is the deviation of the obtained result from the true, expected value or the estimated central value. Errors are expressed in absolute or relative terms.
Absolute error in a measurement is the numerical difference from the true or central value. Relative error is the ratio between absolute error and the true or central value, expressed as a percentage.
Errors can be classified by source, magnitude, and sign. There are three types of errors: systematic, random, and gross.
Systematic or...
Errors occurring during blood pressure monitoring01:25

Errors occurring during blood pressure monitoring

Blood pressure monitoring is a crucial clinical procedure in diagnosing and managing various cardiovascular conditions. Despite its significance, the accuracy of blood pressure measurements can be compromised by multiple factors, potentially leading to either falsely high or low readings. These inaccuracies are critical as they can significantly impact patient care. So, it is vital to understand these challenges deeply and adopt strategic approaches to minimize errors.
Several factors...
Impression Management Techniques III: Aligning Actions01:29

Impression Management Techniques III: Aligning Actions

Aligning actions are communicative strategies individuals employ to maintain social harmony and preserve personal identity in the face of potential disruptions to social norms. These actions are particularly important in managing social impressions when one's behavior might be seen as inappropriate, incompetent, or morally questionable.Types of Aligning ActionsThe three principal types of aligning actions are disclaimers, accounts, and apologies.DisclaimersDisclaimers are preventive; they are...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
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...

You might also read

Related Articles

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

Sort by
Same author

Clinical and molecular response to vorasidenib in post-transplant patient with IDH2-mutant intrahepatic cholangiocarcinoma.

The oncologist·2026
Same author

Assessing Factors that Influence the Satisfaction of Community-Based Faculty with Precepting Health Professions Students in the State of Georgia.

Journal of community health·2025
Same author

Tumor-derived CCL2 drives tumor growth and immunosuppression in IDH1- mutant cholangiocarcinoma.

Hepatology (Baltimore, Md.)·2024
Same author

Exploring Family Medicine Residents' Experiences Teaching Medical Students.

PRiMER (Leawood, Kan.)·2021
Same author

Setting Expectations About Feedback in Dental Education.

MedEdPORTAL : the journal of teaching and learning resources·2019
Same author

Patient-Centered Medical Home Status and Preparedness to Assess Resident Milestones: A CERA Study.

PRiMER (Leawood, Kan.)·2018

Related Experiment Video

Updated: Jun 1, 2026

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management
06:40

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management

Published on: June 29, 2019

Teaching medical error apologies: development of a multi-component intervention.

Ralph A Gillies1, Stacie H Speers, Sara E Young

  • 1Department of Family Medicine, Georgia Health Sciences University, Augusta, GA 30912, USA. rgillies@georgiahealth.edu

Family Medicine
|June 10, 2011
PubMed
Summary

This study shows a new medical education intervention improved students' confidence and comfort in apologizing for medical errors. The program was well-received, highlighting the importance of apology skills in healthcare.

More Related Videos

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Related Experiment Videos

Last Updated: Jun 1, 2026

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management
06:40

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management

Published on: June 29, 2019

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

  • Medical Education
  • Patient Safety
  • Professionalism in Medicine

Background:

  • Apologizing for medical errors is crucial but challenging for physicians.
  • Existing educational interventions have limitations in teaching apology skills.
  • A multi-faceted intervention was developed to enhance medical students' apology capabilities.

Purpose of the Study:

  • To evaluate the effectiveness of a novel, multi-faceted apology intervention for first-year medical students.
  • To assess changes in student confidence, comfort, and perceived importance of apology skills.
  • To explore factors influencing the evaluation of apology effectiveness.

Main Methods:

  • First-year medical students participated in a professionalism course with an apology intervention.
  • Data collected from assigned activities and post-intervention surveys.
  • Analysis of student demographics and survey responses regarding usefulness, confidence, and comfort.

Main Results:

  • The intervention was perceived as useful by 74% of students.
  • Significant increases were observed in student confidence and comfort disclosing errors.
  • Perceived importance of apology skills also increased; no race differences were found.
  • Female-authored apologies received higher peer ratings; patient-perspective evaluations were more critical.

Conclusions:

  • The multi-faceted intervention effectively improved students' apology-related skills and attitudes.
  • Further research is needed on gender and perspective influences on apology evaluation.
  • Streamlining and broader implementation of the intervention require additional study.