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 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...
Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
The Professional Nurse01:22

The Professional Nurse

Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
Critical Thinking01:19

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...

You might also read

Related Articles

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

Sort by
Same author

Large-scale functional annotation establishes a reference framework for human <i>LRRK2</i> variants.

medRxiv : the preprint server for health sciences·2026
Same author

Previous caesarean section and major complications during surgical abortion: a national multicentre case-control study.

Contraception·2026
Same author

Maggie Beer's Big Mission: implementation and service-system outcomes of a multi-component and multi-disciplinary mealtime model in residential aged care.

BMC geriatrics·2026
Same author

Quantitative dissection of the metastatic cascade at single colony resolution.

bioRxiv : the preprint server for biology·2026
Same author

CXCL-CXCR2 signaling drives cancer-endothelium interactions in SCLC metastatic seeding.

bioRxiv : the preprint server for biology·2026
Same author

Long-term Grip Strength and Complications After Total Wrist Fusion With and Without Inclusion of the Third Carpometacarpal Joint: A Systematic Review and Meta-analysis.

Journal of hand surgery global online·2026
Same journal

Is It My Responsibility? Professional Organizations' Perspectives on Disability Inclusion in Health Professions Education and Practice.

The clinical teacher·2026
Same journal

Integrated Team-Based Learning in a UK Undergraduate Medical Programme.

The clinical teacher·2026
Same journal

Women's Conferences in Medicine: Advancing Gender Equity in Medical Education.

The clinical teacher·2026
Same journal

Entrusting Attention: An Additional lens on Entrustable Professional Activity Assessment.

The clinical teacher·2026
Same journal

Students as Teachers (SAT) and Educators: An Online Elective in Medical Education.

The clinical teacher·2026
Same journal

Beyond Student Proactivity in Surgical Placements.

The clinical teacher·2026
See all related articles

Related Experiment Video

Updated: May 18, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Teaching skills for students: our future educators.

Annette Burgess1, Kirsten Black, Renata Chapman

  • 1Sydney Medical School, University of Sydney, New South Wales, Australia. annette.burgess@sydney.edu.au

The Clinical Teacher
|September 22, 2012
PubMed
Summary
This summary is machine-generated.

The Teaching on the Run (TOR) program enhanced senior medical students' ability to apply educational principles and provide feedback. While improving teaching skills, it did not boost confidence in peer assessment, suggesting a foundation for future medical educators.

Related Experiment Videos

Last Updated: May 18, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Medical education faces challenges due to a shortage of experienced clinical educators.
  • The Teaching on the Run (TOR) program aims to enhance teaching quality among medical educators.

Purpose of the Study:

  • To evaluate the impact of the TOR program on senior medical students' awareness of quality educational practices.
  • To assess improvements in student competence and confidence in teaching and assessing peers after completing the TOR program.

Main Methods:

  • Seventeen senior medical students completed pre- and post-program questionnaires.
  • A focus group session was conducted with seven participating students to explore their experiences.

Main Results:

  • The TOR program improved students' perceived ability to apply educational principles, plan learning activities, and give feedback.
  • Students appreciated the medical school's commitment to improving teaching and learning quality.
  • Confidence in assessing peers did not significantly improve.

Conclusions:

  • The TOR program can serve as a foundational training for future medical educators.
  • Students demonstrated an understanding of adult learning principles and improved preparedness for teaching.
  • The program positively impacts the development of a new generation of trained medical educators.