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

Cognitive Learning01:21

Cognitive Learning

781
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
781
Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

230
Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
230
Metacognition01:26

Metacognition

374
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...
374
Social Facilitation01:04

Social Facilitation

34.4K
Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
34.4K
Cognitivism01:17

Cognitivism

2.4K
Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
2.4K
Problem-Solving01:29

Problem-Solving

317
Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
317

You might also read

Related Articles

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

Sort by
Same author

Self-regulated and socially shared regulation of learning in adaptive collaborative educational environments: a scoping review.

BMC medical education·2026
Same author

Identification of threshold concepts in the undergraduate orthodontics curriculum: a modified Delphi study.

BMC medical education·2026
Same author

Workplace-based faculty development model: A meta-synthesis review of qualitative research.

Pakistan journal of medical sciences·2025
Same author

Student's feedback-seeking behavior: A blessing or burden for supervisors.

Pakistan journal of medical sciences·2025
Same author

Building the 8-star doctor: a modified Delphi study to define, teach, and assess health professions education for undergraduate medical students.

BMC medical education·2025
Same author

Resident-Led Workplace-Based Assessment of Surgical Interns: Exploring Trained Resident-as-Assessor Experiences.

Journal of surgical education·2025

Related Experiment Video

Updated: Nov 4, 2025

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

3.9K

"Cognitive Peer Coaching"- A workplace-based faculty development approach for problem- based learning facilitators: A

Madeeha Rehan1, Rahila Yasmeen1

  • 1Department of Medical Education, Riphah International University, Rawalpindi, Pakistan.

JPMA. the Journal of the Pakistan Medical Association
|May 31, 2021
PubMed
Summary

Cognitive Peer Coaching enhances problem-based learning facilitation skills through experiential learning and motivation. However, lack of awareness regarding reflective practices and peer coaching can impede faculty development.

Keywords:
Cognitive peer coaching, PBL facilitation, Faculty development.

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Practical Methodology of Cognitive Tasks Within a Navigational Assessment
05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

13.8K

Related Experiment Videos

Last Updated: Nov 4, 2025

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

3.9K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Practical Methodology of Cognitive Tasks Within a Navigational Assessment
05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

13.8K

Area of Science:

  • Medical Education
  • Faculty Development
  • Cognitive Science

Background:

  • Problem-based learning (PBL) requires skilled facilitators.
  • Novice facilitators often need structured training to develop effective facilitation techniques.
  • Cognitive Peer Coaching (CPC) offers a potential framework for this development.

Purpose of the Study:

  • To investigate the factors influencing the learning process of novice PBL facilitators.
  • To evaluate the effectiveness of Cognitive Peer Coaching in training these facilitators.

Main Methods:

  • A qualitative study using a phenomenological design.
  • Conducted at a medical college in Pakistan with novice and expert PBL facilitators.
  • Training involved workshops and a CPC cycle (pre-observation, observation, post-observation) based on socio-cognitive apprenticeship theory.
  • Data collected via observation checklists and semi-structured interviews, analyzed thematically.

Main Results:

  • Six key themes emerged: mental growth, conscientisation, experiential learning, intrinsic motivation, effective body language, and impediments to success.
  • Facilitation skills were enhanced by observational learning, practical application, increased motivation, autonomy, feedback, and reflection.
  • Barriers included unawareness of reflective practices and peer coaching.

Conclusions:

  • Cognitive Peer Coaching is a dynamic and feasible faculty development approach.
  • It fosters the learning of facilitation skills from psychological, emotional, and social perspectives.
  • CPC contributes to the professional growth of faculty in PBL environments.