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

Naturalistic Observations02:30

Naturalistic Observations

If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation, obedience...
Milgram's Obedience to Authority02:20

Milgram's Obedience to Authority

Obedience to authority is classically demonstrated in a more famous series of social psychology experiments performed by Stanley Milgram. He was a social psychology professor at Yale who was influenced by the trial of Adolf Eichmann, a Nazi war criminal. Eichmann’s defense for the atrocities he committed was that he was “just following orders.”
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

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, patient...
Types of Records II: Educational and Administrative Records01:18

Types of Records II: Educational and Administrative Records

Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
Systematic Error: Methodological and Sampling Errors01:15

Systematic Error: Methodological and Sampling Errors

In the case of systematic errors, the sources can be identified, and the errors can be subsequently minimized by addressing these sources. According to the source, systematic errors can be divided into sampling, instrumental, methodological, and personal errors.
Sampling errors originate from improper sampling methods or the wrong sample population. These errors can be minimized by refining the sampling strategy. Defective instruments or faulty calibrations are the sources of instrumental...

You might also read

Related Articles

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

Sort by
Same author

Enhancing Patient Comfort in Epi-Off Crosslinking: The Potential of High-O2 Chambers.

Journal of cataract and refractive surgery·2026
Same author

Attitudes toward suicide: Perspectives of patients with self-poisoning suicide, their families, and healthcare providers.

Asian journal of psychiatry·2026
Same author

The need for tailored ethical guidelines in HIV/AIDS care.

Journal of medical ethics and history of medicine·2026
Same author

Navigating the storm: a qualitative study of critical incidents in the teaching journey.

BMC medical education·2026
Same author

Attitudes of the Iranian Public Toward the Clinical Use of Artificial Intelligence in Medicine: A Cross-Sectional Survey.

Patient preference and adherence·2026
Same author

White Coats and Billboards: An Ethical Analysis of Surgeons' Attitudes towards Physicians' Advertisements in a Middle-Income Setting.

Journal of advances in medical education & professionalism·2026

Related Experiment Video

Updated: Jun 19, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Educational system defects and observing professional behavior: A qualitative study.

Fateme Alipour1, Zahra Shahvari2, Fariba Asghari3

  • 1Eye Research Center, Farabi Eye Hospital, Tehran University of Medical Sciences, Tehran, Iran.

Journal of Education and Health Promotion
|September 24, 2019
PubMed
Summary

Defects in the educational system hinder professional behavior observation in clinical settings. Enhancing educator training and continuous professional development are crucial for improvement.

Keywords:
BarriersTehran University of Medical Scienceseducationprofessional behaviortraining

More Related Videos

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

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Related Experiment Videos

Last Updated: Jun 19, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

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

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

  • Medical Education
  • Professionalism Studies
  • Healthcare Quality

Background:

  • Observing professional behavior in clinical settings faces significant challenges.
  • The educational system's shortcomings in fostering professional behavior within clinical environments were investigated at Tehran University of Medical Sciences (TUMS).

Purpose of the Study:

  • To investigate the impact of educational system deficiencies on the observation of professional behavior in clinical settings at TUMS.
  • To identify key areas for improvement in medical education to enhance professional conduct.

Main Methods:

  • A qualitative content analysis approach was employed.
  • Focused group discussions were conducted with 182 faculty members, medical students, and clinical staff at TUMS.
  • Conventional content analysis was utilized to interpret the collected data.

Main Results:

  • 160 codes were extracted, categorized into "educators' imperfections," "inadequate initial training," "lack of attention to continuous professional education," and "lack of passion for professionalism education."
  • Data revealed significant contributions from both clinical staff (90 codes) and faculty/students (70 codes).
  • Codes were further organized into 4 main categories and 17 subcategories.

Conclusions:

  • Empowering educators, improving initial training, and motivating staff are vital for promoting professional behavior.
  • Professional behavior training should be integrated at the system's entry point and reinforced through continuous education and supervision.
  • Highlighting educators' role-modeling in professional behavior is essential for fostering a culture of professionalism.