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 III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.8K
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,...
2.8K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

2.7K
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...
2.7K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

2.3K
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...
2.3K
Critical Thinking I01:24

Critical Thinking I

5.9K
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...
5.9K

You might also read

Related Articles

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

Sort by
Same author

Evaluation of the usability of and engagement with an osteoarthritis e-learning program developed for healthcare professionals.

Osteoarthritis and cartilage open·2026
Same author

Clinical Education Scholarship and Research: Getting Started.

The clinical teacher·2026
Same author

New Associate Editors, New Article Type, New Voices and New Special Issue.

The clinical teacher·2026
Same author

Personalised Pathways (PP) in the Medical Curriculum: How Does It Influence Students?

The clinical teacher·2026
Same author

Engaging Students in Large-Scale Interprofessional Learning Activities: Team-Based Learning (TBL) as a Pedagogical Solution.

The clinical teacher·2025
Same author

ASPIRE-to-excellence: A framework for developing innovative and inspirational approaches to health professions education.

Medical teacher·2025
Same journal

Integrating Health Communication into Basic Medical Courses: A Qualitative Study for Enhancing Professional Competencies in Undergraduate Medical Students.

Advances in medical education and practice·2026
Same journal

The Resident Experience of Feedback in Clinical Training: Emotional, Cognitive, and Behavioural Responses: A Qualitative Study.

Advances in medical education and practice·2026
Same journal

Prevalence, Digital Tools, and Management Strategies for Depression in Medical Students: A Narrative Review.

Advances in medical education and practice·2026
Same journal

Integration of PBL-Informed Medical Cases into First-Year Chemistry Laboratories in a Traditional Medical Curriculum: Perceived Educational Outcomes from NLP-Based Sentiment Analysis.

Advances in medical education and practice·2026
Same journal

Anesthesiology Residents' Eliciting of Patient Questions During Informed Consent with a Patient in Pain.

Advances in medical education and practice·2026
Same journal

Academic Reading Format Preferences Among Syrian Medical Students: A Cross-Institutional Survey.

Advances in medical education and practice·2026
See all related articles

Related Experiment Video

Updated: Apr 14, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

18.1K

Teacher training program for medical students: improvements needed.

Christie van Diggele1, Annette Burgess2, Craig Mellis2

  • 1The University of Sydney, Sydney, NSW, Australia.

Advances in Medical Education and Practice
|April 17, 2015
PubMed
Summary
This summary is machine-generated.

Medical students gained confidence in peer teaching and feedback through a new teacher training (TT) program. Enhancements include more educational theory and small group activities, potentially via e-learning.

Keywords:
medical studentspeer assessmentpeer teachingteacher training

More Related Videos

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
05:04

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

Published on: August 9, 2024

1.9K
Simulator Training for Endovascular Neurosurgery
08:08

Simulator Training for Endovascular Neurosurgery

Published on: May 6, 2020

4.3K

Related Experiment Videos

Last Updated: Apr 14, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

18.1K
Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
05:04

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

Published on: August 9, 2024

1.9K
Simulator Training for Endovascular Neurosurgery
08:08

Simulator Training for Endovascular Neurosurgery

Published on: May 6, 2020

4.3K

Area of Science:

  • Medical Education
  • Graduate Attributes
  • Teacher Training

Background:

  • Peer teaching, assessment, and feedback are essential graduate attributes in medicine, yet often not formally taught.
  • A novel, short teacher training (TT) program was developed for integration into medical student professional development.
  • This study evaluates a pilot TT program's effectiveness based on student perceptions.

Purpose of the Study:

  • To design and deliver an effective, easily integrated teacher training program for medical students.
  • To evaluate the pilot TT program's impact on student confidence and preparedness for medical practice.

Main Methods:

  • A voluntary, four-module TT program was offered to 38 medical students at a metropolitan teaching hospital.
  • 23 students attended the program; 21 completed questionnaires, and 6 participated in a focus group for mixed-methods evaluation.

Main Results:

  • Attending students reported increased confidence in facilitating small group teaching and providing peer feedback.
  • Students desired more in-depth educational theory and dedicated time for small group learning activities.
  • Participants expressed interest in inter-clinical school participation opportunities.

Conclusions:

  • The TT program successfully enhanced medical students' awareness of educational principles and their confidence in peer teaching and assessment.
  • The program better prepared students for their future medical careers.
  • Future iterations should incorporate more detailed theory and small group sessions, possibly supplemented by e-learning.