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

Bystander Effect02:09

Bystander Effect

10.3K
The discussion of bullying highlights the problem of witnesses not intervening to help a victim. This is a common occurrence, as the following well-publicized event demonstrates. In 1964, in Queens, New York, a 19-year-old woman named Kitty Genovese was attacked by a person with a knife near the back entrance to her apartment building and again in the hallway inside her apartment building. When the attack occurred, she screamed for help numerous times and eventually died from her stab wounds.
10.3K
Egoism and Altruism01:55

Egoism and Altruism

93.4K
Voluntary behavior with the intent to help other people is called prosocial behavior. Why do people help other people? Is personal benefit such as feeling good about oneself the only reason people help one another?
93.4K
Classification of Skeletal Muscle Fibers01:48

Classification of Skeletal Muscle Fibers

59.5K
Skeletal muscles continuously produce ATP to provide the energy that enables muscle contractions. Skeletal muscle fibers can be categorized into three types based on differences in their contraction speed and how they produce ATP, as well as physical differences related to these factors. Most human muscles contain all three muscle fiber types, albeit in varying proportions.
Slow-Twitch Muscle Fibers
Slow oxidative, muscle fibers appear red due to large numbers of capillaries and high levels of...
59.5K
Empathy02:34

Empathy

10.1K
Some researchers suggest that altruism operates on empathy. Empathy is the capacity to understand another person’s perspective, to feel what he or she feels. An empathetic person makes an emotional connection with others and feels compelled to help (Batson, 1991). Empathy can be expressed in several ways, including cognitive, affective, and motor. 
10.1K

You might also read

Related Articles

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

Sort by
Same author

Understanding students' self-efficacy and motivation in sequential OSCE: a qualitative study.

BMC medical education·2025
Same author

Medical students' interprofessional placements in primary care: exploring supervisor perceptions and motivation using self-determination theory.

Journal of interprofessional care·2025
Same author

Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice.

Medical teacher·2025
Same author

Equity, diversity and global contexts in clinical academic career pathways.

Medical teacher·2024
Same author

How to … navigate specialised programmes for early-career doctors in medical education.

The clinical teacher·2024
Same author

How the training pathways and capacity of rural physicians inform their scope of practice: A qualitative study examining the experiences of Australian and international medical graduates in South-East New South Wales, Australia.

The Australian journal of rural health·2024

Related Experiment Video

Updated: Feb 4, 2026

Author Spotlight: Rehabilitation of Stroke Patients With a Digital Occupational Training System
07:35

Author Spotlight: Rehabilitation of Stroke Patients With a Digital Occupational Training System

Published on: December 29, 2023

2.1K

Handover training in the workplace: having a CHAT.

Malcolm Moore1,2, Chris Roberts3

  • 1Rural Clinical School, Australian National University Medical School, Canberra, Australian Capital Territory, Australia.

The Clinical Teacher
|September 29, 2018
PubMed
Summary
This summary is machine-generated.

A new clinical handover assessment tool (CHAT) aids medical students in remote Australia. This ISBAR-based tool provides valuable training and feedback, enhancing patient safety and clinician skills.

More Related Videos

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

5.3K
A Real-World High-Intensity Interval Training Protocol for Cardiorespiratory Fitness Improvement
08:27

A Real-World High-Intensity Interval Training Protocol for Cardiorespiratory Fitness Improvement

Published on: February 22, 2022

3.7K

Related Experiment Videos

Last Updated: Feb 4, 2026

Author Spotlight: Rehabilitation of Stroke Patients With a Digital Occupational Training System
07:35

Author Spotlight: Rehabilitation of Stroke Patients With a Digital Occupational Training System

Published on: December 29, 2023

2.1K
Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

5.3K
A Real-World High-Intensity Interval Training Protocol for Cardiorespiratory Fitness Improvement
08:27

A Real-World High-Intensity Interval Training Protocol for Cardiorespiratory Fitness Improvement

Published on: February 22, 2022

3.7K

Area of Science:

  • Medical Education
  • Patient Safety
  • Clinical Communication

Background:

  • Effective clinical handover is crucial for patient safety but often lacks quality training.
  • A user-friendly assessment tool can improve handover training and feedback for healthcare professionals.

Purpose of the Study:

  • To explore the acceptability and educational impact of a clinical handover assessment tool (CHAT) for medical students in a remote Australian setting.
  • To assess the feasibility of work-based handover assessment and feedback provided by clinicians.

Main Methods:

  • A clinical handover assessment tool (CHAT), based on the ISBAR mnemonic, was used by doctors in the Royal Flying Doctor Service (RFDS).
  • Medical students completed surveys, and doctors participated in interviews regarding their handover experiences.
  • The study focused on telephone handovers given by medical students during remote placements.

Main Results:

  • Medical students highly valued the clinical handover learning experience.
  • Doctors found the CHAT tool helpful for assessment and providing feedback during routine work.
  • No safety concerns were identified for patients or students during the handover process.

Conclusions:

  • Work-based handover assessment and feedback are feasible and should be further developed.
  • Medical students can acquire safe handover skills even in remote environments.
  • The CHAT tool can be beneficial for teaching structured handovers in various clinical settings.