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

2.1K
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...
2.1K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

2.5K
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...
2.5K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

2.6K
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,...
2.6K
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

2.6K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
2.6K
Associative Learning01:27

Associative Learning

1.4K
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
1.4K
Purposive Learning01:22

Purposive Learning

513
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...
513

You might also read

Related Articles

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

Sort by
Same author

Adult-onset cutaneous mastocytosis presenting as vulvar papules.

American journal of obstetrics and gynecology·2026
Same author

Delphi Panel for the Development of Diagnostic Criteria for Metastatic Cutaneous Crohn Disease: A Consensus Statement.

JAMA dermatology·2025
Same author

Assisted gamete treatment to pinpoint acquired meiotic maturity and overcome oocyte activation deficiency contributed by both gametes.

F&S reports·2023
Same author

The use of fertility preservation services for cancer patients: a single institution experience.

F&S reports·2022
Same author

PCOS and the risk of pre-eclampsia.

Reproductive biomedicine online·2022
Same author

Age-specific blastocyst conversion rates in embryo cryopreservation cycles.

Reproductive biomedicine online·2022
Same journal

Increased Risk of Deep Vein Thrombosis and Pulmonary Embolism in Hidradenitis Suppurativa Patients With Down Syndrome: A Retrospective Cohort Study.

International journal of dermatology·2026
Same journal

Efficacy of Intralesional Bevacizumab Versus Intralesional Triamcinolone Acetonide Injection in the Treatment of Keloids: A Randomized Clinical Trial.

International journal of dermatology·2026
Same journal

Application Site Adverse Events of Topical Nonsteroidal Immunomodulators: A Post-Marketing Analysis of the FDA Adverse Event Reporting System.

International journal of dermatology·2026
Same journal

Follicular Disorders Associated With Pseudofolliculitis Barbae: A TriNetX Retrospective Cohort Study.

International journal of dermatology·2026
Same journal

mTOR-Responsive PIK3CA p.E542K-Harboring Sweat Gland Carcinoma With Neuroendocrine Differentiation.

International journal of dermatology·2026
Same journal

Evaluation of Intralesional Bleomycin and Triamcinolone Acetonide in the Treatment of Keloids: A Prospective, Randomized, Open-Label, Comparative Study.

International journal of dermatology·2026
See all related articles

Related Experiment Video

Updated: Feb 9, 2026

Ex Vivo Porcine Experimental Model for Studying and Teaching Lung Mechanics
12:09

Ex Vivo Porcine Experimental Model for Studying and Teaching Lung Mechanics

Published on: April 19, 2024

2.1K

Teaching & Learning Tips 9: Case-based teaching with patients.

Ashley Aluko1, Jasmine Rana2, Susan Burgin2,3

  • 1Department of OBGYN, Beth Israel Deaconess Medical Center, Boston, MA, USA.

International Journal of Dermatology
|June 8, 2018
PubMed
Summary
This summary is machine-generated.

Effective case-based teaching methods like the one-minute preceptor, SNAPPS, and Aunt Minnie are reviewed for ambulatory dermatology settings. This guide helps implement engaging clinical teaching strategies in one-on-one preceptorships.

More Related Videos

Manufacture of a Multi-Purpose Low-Cost Animal Bench-Model for Teaching Tracheostomy
10:06

Manufacture of a Multi-Purpose Low-Cost Animal Bench-Model for Teaching Tracheostomy

Published on: May 18, 2019

6.0K
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

4.5K

Related Experiment Videos

Last Updated: Feb 9, 2026

Ex Vivo Porcine Experimental Model for Studying and Teaching Lung Mechanics
12:09

Ex Vivo Porcine Experimental Model for Studying and Teaching Lung Mechanics

Published on: April 19, 2024

2.1K
Manufacture of a Multi-Purpose Low-Cost Animal Bench-Model for Teaching Tracheostomy
10:06

Manufacture of a Multi-Purpose Low-Cost Animal Bench-Model for Teaching Tracheostomy

Published on: May 18, 2019

6.0K
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

4.5K

Area of Science:

  • Medical Education
  • Dermatology
  • Clinical Teaching

Background:

  • Case-based teaching is a popular method for engaging clinical education.
  • Effective implementation strategies for case-based teaching remain a challenge for educators.
  • Traditional one-on-one clinical preceptorships require practical teaching techniques.

Purpose of the Study:

  • To review and describe popular case-based teaching methods.
  • To provide guidance on implementing these methods in ambulatory dermatology settings.
  • To enhance the effectiveness of clinical teaching in dermatology.

Main Methods:

  • Review of established case-based teaching methodologies.
  • Focus on the one-minute preceptor, SNAPPS, and the "Aunt Minnie method".
  • Application within the context of one-on-one ambulatory dermatology preceptorships.

Main Results:

  • The one-minute preceptor, SNAPPS, and Aunt Minnie method offer structured approaches.
  • These methods can be adapted for efficient and engaging clinical teaching in dermatology.
  • Successful implementation requires understanding the core principles of each method.

Conclusions:

  • Case-based teaching methods can be effectively implemented in ambulatory dermatology.
  • Educators can utilize these reviewed methods to improve clinical teaching quality.
  • Further exploration of these techniques can optimize learning experiences for trainees.