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Related Concept Videos

Expected Value01:15

Expected Value

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The expected value is known as the "long-term" average or mean. This means that over the long term of experimenting over and over, you would expect this average. The expected average is represented by the symbol μ. It is calculated as follows:
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Expected Income, Expected Utility, and Risk Aversion II01:19

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John is evaluating a job offer from a company where his income will be uncertain. If the company performs well, John will earn an annual income of  $81,000; otherwise, he will earn $49,000. It is assumed that either outcome has an equal chance, assigning a probability of 0.5 to each. This results in an expected income of $65,000. His decision-making is affected by the diminishing marginal utility of income. John evaluates his options based on their utility. Expected utility accounts...
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Influence of Parents and Peers on Identity01:23

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Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
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Suppose one wants to test independence between the two variables of a contingency table. The values in the table constitute the observed frequencies of the dataset. But how does one determine the expected frequency of the dataset? One of the important assumptions is that the two variables are independent, which means the variables do not influence each other. For independent variables, the statistical probability of any event involving both variables is calculated by multiplying the individual...
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Expected Income, Expected Utility, and Risk Aversion I01:08

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Consider a hypothetical example where John is evaluating a job offer from a company. If the company performs well, John will earn an annual income of  $81,000; if it performs poorly, he will earn $49,000. Each outcome is equally likely, with a probability of 0.5. These two outcomes are mutually exclusive, meaning only one can occur and their probabilities sum to 1. The amounts of $81,000 and $49,000 represent the payoffs associated with each outcome.John's expected income is the average...
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Expected Return01:27

Expected Return

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Expected returns represent an investment's predicted profit or loss over a designated timeframe. These projections are based on historical performance, market trends, and statistical analysis, making them essential for investment planning and evaluating risk. Unlike actual returns, which reflect historical outcomes, expected returns offer a forward-looking estimate.
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Related Experiment Video

Updated: Jan 19, 2026

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Near peer teaching in general practice: option or expectation?

Hugh Alberti1, Joe Rosenthal2, Liza Kirtchuk3

  • 1School of Medical Education, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK.

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|September 10, 2019
PubMed
Summary

General Practice (GP) trainees teaching medical students offers mutual benefits, enhancing GP trainee knowledge and promoting primary care careers. Promoting near-peer teaching in primary care is crucial for medical education.

Keywords:
Near peer teachingcommunity-based educationgeneral practice specialty trainingpost-graduate medical educationvertical integration

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Area of Science:

  • Medical Education
  • Primary Care Training

Background:

  • General Practice (GP) trainees teaching medical students as near-peers offers educational advantages.
  • Near-peer teaching consolidates GP trainee knowledge and promotes primary care as a career.
  • GP trainees in primary care have fewer teaching opportunities compared to hospital-based junior doctors.

Purpose of the Study:

  • To advocate for and provide practical strategies to promote near-peer teaching in primary care.
  • To encourage involvement of GP trainees in teaching undergraduate medical students.
  • To highlight benefits for trainees, trainers, practices, and medical schools.

Main Methods:

  • The article discusses the benefits and challenges of near-peer teaching in General Practice.
  • It offers practical suggestions for GP trainees, trainers, and practices.
  • It explores strategies for medical schools and postgraduate training programs to promote this educational model.

Main Results:

  • Near-peer teaching by GP trainees enhances their learning and promotes primary care careers.
  • Increased primary care teaching capacity is a key outcome.
  • Students value learning from near-peers.

Conclusions:

  • Near-peer teaching in primary care should be actively promoted at multiple levels.
  • All medical students should experience teaching from GP trainees.
  • Future general practitioners require training and experience in teaching undergraduate medical students.