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

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
Therapeutic Communication01:30

Therapeutic Communication

Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
Social Facilitation01:04

Social Facilitation

Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Bullying02:04

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying.

You might also read

Related Articles

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

Sort by
Same author

Exploring Students' Perceptions of the Educational Value of Formative Objective Structured Clinical Examination (OSCE) in a Nutrition Program.

Journal of allied health·2016
Same author

Objective Structured Clinical Examination (OSCE) Improves Perceived Readiness for Clinical Placement in Nutrition and Dietetic Students.

Journal of allied health·2015
Same author

An integrative feminist model: the evolving feminist perspective on intimate partner violence.

Violence against women·2007
See all related articles

Related Experiment Video

Updated: May 20, 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

Formative dialogues in teaching nonthreatening peer coaching.

Gail Rice1

  • 1Loma Linda University.

The Journal of Chiropractic Education
|July 11, 2012
PubMed
Summary

University faculty often lack support for improving classroom teaching. A formative dialogues program offers collegial observation and discussion to help health educators enhance teaching skills and improve student learning.

Area of Science:

  • Medical Education
  • Faculty Development
  • Classroom Observation

Background:

  • Universities claim to value teaching but offer limited support for faculty to improve classroom learning.
  • Peer observation and discussion are effective for teacher reflection and skill enhancement but are rarely implemented.
  • Classroom visits are typically evaluative and lack formative discussion, hindering pedagogical improvement.

Purpose of the Study:

  • To introduce and evaluate the Formative Dialogues Program for health professional educators.
  • To provide a non-threatening, collegial approach to classroom observation and teaching feedback.
  • To enhance the learning environment through improved teaching practices.

Main Methods:

  • Faculty voluntarily request peer observation of their teaching sessions.
Keywords:
MentorsStaff Development

More Related Videos

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Related Experiment Videos

Last Updated: May 20, 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

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

  • Facilitated, non-evaluative discussions follow classroom observations.
  • The program is designed for ease of administration.

    • Main Results:

    • The Formative Dialogues Program offers a practical method for faculty to receive constructive feedback.
    • It fosters a supportive environment for exploring and refining teaching strategies.
    • The program has the potential to positively impact the health professional learning environment.

    Conclusions:

    • The Formative Dialogues Program is an accessible and effective tool for faculty development in health professions education.
    • Encouraging collegial observation and dialogue can significantly improve teaching quality and student outcomes.
    • Further implementation of such programs can strengthen the educational mission of teaching institutions.