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...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...

You might also read

Related Articles

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

Sort by
Same author

How crucial is research philosophy in designing an AI study in medical education?

BMC medical education·2026
Same author

Recentering the Biopsychosocial Model in Psychiatric Training.

Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry·2026
Same author

Artificial Intelligence Tools in Psychiatric Education: Innovating While Maintaining Human Connection.

Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry·2026
Same author

Playfulness: Confronting Resident Disengagement in Psychiatry Training.

Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry·2026
Same author

Managing in war, planning for peace: second report of The Lancet Psychiatry Commission on mental health in Ukraine.

The lancet. Psychiatry·2026
Same author

Sexual Violence Perpetrated Against Women and Men Housed in Jails and Prisons: Advocacy and How Academic Psychiatry Can Help.

Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry·2026
Same journal

Twelve tips for teaching research skills in the age of agentic AI: A guide for health professions educators.

Medical teacher·2026
Same journal

Motivation and perceived learning in serious games: Reflexive thematic analysis of educational escape room experiences.

Medical teacher·2026
Same journal

Expanding feedback dialogues through relational and multisource perspectives.

Medical teacher·2026
Same journal

Determinants of authentic responses to medical student wellbeing surveys: An interpretive description study.

Medical teacher·2026
Same journal

Response to: "Turning struggles into strengths: A qualitative exploration of academic difficulty in medical school".

Medical teacher·2026
Same journal

Self-regulated learning and academic success in health professions students: A systematic review.

Medical teacher·2026
See all related articles

Related Experiment Video

Updated: May 13, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Enhancing learning approaches: practical tips for students and teachers.

Samy A Azer1, Anthony P S Guerrero, Allyn Walsh

  • 1Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia. azer2000@optusnet.com.au

Medical Teacher
|March 19, 2013
PubMed
Summary
This summary is machine-generated.

Deep learning in integrated curricula like problem-based learning (PBL) requires cognitive and noncognitive skills, not just memorization. This guide offers 12 strategies for students and teachers to enhance deep learning and academic performance.

More Related Videos

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

Related Experiment Videos

Last Updated: May 13, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

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

Area of Science:

  • Medical Education
  • Cognitive Science

Background:

  • Integrated curricula, such as problem-based learning (PBL), necessitate the development of diverse learning skills and competencies.
  • Deep learning is fostered through cognitive and noncognitive skill development, rather than rote memorization of facts.

Purpose of the Study:

  • To equip students and educators with effective learning approaches and strategies.
  • To promote deep learning within academic settings.

Main Methods:

  • A comprehensive review of current literature on learning theories and strategies.
  • Analysis of practical experiences with medical students across various universities.

Main Results:

  • Twelve actionable tips for enhancing deep learning, categorized into three main themes.
  • Key strategies include: asking effective questions, using analogies, concept mapping, peer tutoring, critical thinking, self-reflection, resource management, seeking feedback, knowledge application, simulation, experiential learning, and patient-centered learning.

Conclusions:

  • Consistent practice and application of these learning strategies by both students and teachers are crucial.
  • Implementing these approaches in daily educational activities is recommended for optimal learning outcomes.