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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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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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...
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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.
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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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.
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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...
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Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a

Michelle H Yoon1, Benjamin C Blatt2, Larrie W Greenberg2

  • 1a Department of Medicine , Uniformed Services University of Health Sciences , Bethesda Maryland , USA.

Teaching and Learning in Medicine
|May 13, 2017
PubMed
Summary

Fourth-year medical students in a teaching elective course reported significant growth in their educator identities. They valued applying adult learning strategies and developing professionalism, gaining self-awareness and satisfaction from teaching experiences.

Keywords:
Medical-students-as-teachersevaluationmedical teachingself-assessmentteaching electives

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Faculty Development

Background:

  • Teaching is a core component of medical centers' missions, yet often undervalued compared to patient care and research.
  • Medical teacher training traditionally targets faculty and residents, but recent initiatives focus on medical students as teachers.
  • Existing data on medical student teaching programs primarily measures satisfaction, lacking in-depth exploration of learner experiences.

Purpose of the Study:

  • To explore fourth-year medical students' experiences and self-concepts as educators during a teaching elective.
  • To understand how students translate educational theories and skills into practice within a teaching role.

Main Methods:

  • Qualitative content analysis of 96 written self-assessment narratives from medical students in a teaching elective.
  • Examined how students applied newly acquired educational theories, instructional strategies, and feedback skills while teaching peers physical diagnosis.

Main Results:

  • Student narratives revealed nine key themes: adult learning strategies, preparation, professionalism, clinical correlations, exceeding requirements, feedback, mentoring, positive learning climate, and educator growth.
  • Students demonstrated self-awareness and satisfaction, valuing the application of knowledge and professional behaviors learned in the course.

Conclusions:

  • Medical student teaching programs foster the development of educator identities and professional self-concepts.
  • Findings offer insights for program evaluation, faculty development, and the broader field of Health Professions Education.