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Related Concept Videos

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Communication01:28

Communication

Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
Within...
Feedback Inhibition00:46

Feedback Inhibition

Biochemical reactions are occurring constantly in cells, converting starting substances to different products, usually with the help of enzymes that speed the reactions. Without enzymes, it would take far too long for most reactions to occur to be useful to the cell!
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.
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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
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Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

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Related Experiment Video

Updated: May 17, 2026

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

Do trainees value feedback in case-based discussion assessments?

Fulya Mehta1, Jeremy Brown, N J Shaw

  • 1Liverpool Women's Hospital, UK.

Medical Teacher
|November 10, 2012
PubMed
Summary
This summary is machine-generated.

Trainees find case-based discussions (CBDs) valuable for learning and practice improvement. The educational impact of feedback during CBDs depends on assessor attitude, experience, and case selection, highlighting the need for commitment from both trainers and trainees.

Related Experiment Videos

Last Updated: May 17, 2026

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

Area of Science:

  • Medical Education
  • Workplace-based Learning
  • Professional Development

Background:

  • Feedback is crucial for effective learning in professional settings.
  • Workplace-based assessments are integral to medical training.

Purpose of the Study:

  • To investigate trainee perceptions of the educational value of case-based discussions (CBDs).
  • To specifically examine the role and effectiveness of feedback within CBDs.

Main Methods:

  • Qualitative study utilizing online questionnaires and interviews.
  • Paediatric trainees at UK specialist training levels 1 and 2 participated.
  • Thematic framework analysis was applied to qualitative data.

Main Results:

  • Trainees perceived CBDs as educationally beneficial, enhancing reflection, decision-making, and practice changes.
  • Feedback utility varied; it was more valued from experienced assessors with positive attitudes towards CBDs.
  • Challenging cases and suitable environments positively influenced feedback quality, while time constraints had a negative impact.

Conclusions:

  • Case-based discussions offer significant learning and feedback opportunities.
  • Commitment to the educational aspects by both trainers and trainees is essential for maximizing CBD value.
  • Educating trainers on effective feedback strategies can enhance the educational outcomes of CBDs.