Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Observational Learning

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...

Blinding

Blinding

Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.

Cognitive Learning

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...

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

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

Sort by

Same author

Comparing online and onsite communication training: Effects of social presence, performance, and acceptance in a randomized field trial.

Patient education and counseling·2026

Same author

Abdominal ultrasound performance assessment: a comparison of generic and extended OSCE rating scales.

BMC medical education·2026

Same author

Nuclear psychopathy? Exploring psychopathic trait estimates in Cold War political leaders inferred from expert-informant ratings.

International review of psychiatry (Abingdon, England)·2025

Same author

A scoping review of research literature exploring the manifestations and correlates of dark personality traits in political figures.

Psychiatria Danubina·2025

Same author

Exploring healthcare professionals' motivation to attend two postgraduate education programs at the University of Bern in Switzerland: A qualitative interview study.

GMS journal for medical education·2025

Same author

Does Education Design Matter? Evaluating an Evidence-Based Continuing Education Intervention on Genomic Testing for Primary Care; a Pre-Test Post-Test Study.

Journal of CME·2025

Search research articles

Related Experiment Video

Updated: Mar 7, 2026

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Published on: January 26, 2024

Learning communication from erroneous video-based examples: A double-blind randomised controlled trial.

Felix Michael Schmitz¹, Kai Philipp Schnabel¹, Daniel Stricker¹

¹Institute of Medical Education, University of Bern, 3010 Bern, Switzerland.

Patient Education and Counseling

|February 10, 2017

Summary

Using erroneous video examples improved nursing students' ability to break bad news to simulated patients more effectively than correct examples or no examples, enhancing communication skills training.

Keywords:

Communication skills learning Elaborated feedback Erroneous examples Schemas Scripts Self-explanation prompts Worked examples

More Related Videos

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Related Experiment Videos

Last Updated: Mar 7, 2026

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Published on: January 26, 2024

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

Medical Education
Healthcare Communication
Simulation-Based Learning

Background:

Effective communication skills are crucial for healthcare professionals, particularly when interacting with simulated patients.
Training strategies must be optimized to enhance undergraduate healthcare students' learning from communication exercises.
Video-based worked examples offer a potential avenue for improving initial communication skills.

Purpose of the Study:

To investigate the impact of different formats of video-based worked examples on the development of initial communication skills in undergraduate nursing students.
To compare the effectiveness of correct versus erroneous video examples in teaching communication strategies.
To assess the utility of self-explanation prompts and elaborated feedback in conjunction with worked examples.

Main Methods:

A study involving 36 first-year nursing students randomly assigned to three groups: erroneous examples, correct examples, or a control group (no examples).
All participants received an introduction to breaking bad news; experimental groups viewed video-based worked examples with self-explanation prompts and feedback.
Communication skills were assessed through interactions with a simulated patient.

Main Results:

Students exposed to erroneous examples demonstrated significantly better performance in breaking bad news to a simulated patient compared to the control group.
Participants viewing erroneous examples showed a trend towards outperforming those who saw correct examples.
Students who viewed correct examples also tended to perform better than the control group.

Conclusions:

The worked example effect is applicable and effective in the domain of provider-patient communication training.
Video-based worked examples, particularly erroneous ones, coupled with self-explanation and feedback, can significantly enhance students' preparedness for simulated patient interactions.