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 III: Evaluation and Documentation01:20

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

2.2K
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,...
2.2K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

1.6K
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...
1.6K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

2.0K
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...
2.0K
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

1.8K
Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
1.8K
Modeling in Therapy01:26

Modeling in Therapy

186
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
186
Nursing Evaluation01:15

Nursing Evaluation

3.8K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.8K

You might also read

Related Articles

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

Sort by
Same author

Supporting Safer Surgery: System-Level Interventions to Enhance Pediatric Perioperative Safety.

Pediatrics·2026
Same author

Validity Evidence for STATUS to Assess Resident Tolerance for and Competence in Communicating Medical Ambiguity.

Academic pediatrics·2026
Same author

The Impact of Education on the Perioperative Care of Transgender and Gender Nonbinary Patients on Anesthesia Trainees.

AANA journal·2026
Same author

The clinical impact of herpesvirus testing on multiplex PCR panels in a pediatric population.

Antimicrobial stewardship & healthcare epidemiology : ASHE·2025
Same author

Reducing mediastinitis following pediatric cardiovascular surgeries: a quality improvement initiative.

Infection control and hospital epidemiology·2025
Same author

Results of a local modified Delphi consensus on use of plasma metagenomic next-generation sequencing.

Infection control and hospital epidemiology·2025

Related Experiment Video

Updated: Oct 23, 2025

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.6K

Going Virtual: Objective Structured Teaching Exercises as an Innovative Method for Formative Resident Education.

Madeleine I Matthiesen1, Julia Hiserodt2, Caitlin Naureckas Li3

  • 1Department of Pediatrics, Massachusetts General Hospital (MI Matthiesen and AS Frey-Vogel), Boston, Mass; Department of Medicine, Massachusetts General Hospital (MI Matthiesen and AS Frey-Vogel), Boston, Mass; Harvard Medical School (MI Matthiesen, C Naureckas Li, AS Frey-Vogel, and JH Johnson), Boston, Mass.

Academic Pediatrics
|August 19, 2021
PubMed
Summary

Virtual Objective Structured Teaching Exercises (OSTEs) proved feasible and effective for pediatric residency programs adapting to remote learning. Residents reported improved teaching skills and higher feedback quality in virtual sessions compared to in-person formats.

Keywords:
resident teachingsimulation

More Related Videos

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.5K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.4K

Related Experiment Videos

Last Updated: Oct 23, 2025

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.6K
Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.5K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.4K

Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Pediatric Residency Training

Background:

  • The COVID-19 pandemic necessitated a shift to virtual teaching methods in medical residency programs.
  • Objective Structured Teaching Exercises (OSTEs), a simulation-based teaching tool, were previously established in an in-person pediatric curriculum.
  • This study evaluated the transition of OSTEs to a virtual format.

Purpose of the Study:

  • To assess the feasibility of implementing virtual OSTEs in a pediatric residency program.
  • To evaluate resident and faculty satisfaction with virtual simulation-based teaching sessions.
  • To compare the effectiveness of virtual versus in-person OSTEs.

Main Methods:

  • Pediatric residents participated in annual OSTEs, held in-person (2018-2019) and virtually (2020).
  • Surveys were administered to residents and faculty to gather comparative data on teaching experience and feedback.
  • Statistical analysis was used to compare outcomes between virtual and in-person OSTE sessions.

Main Results:

  • OSTEs were highly rated across all academic years, ranking as the second-highest rated virtual session.
  • Residents perceived OSTEs as beneficial for improving teaching skills irrespective of the platform (P=.77).
  • The quality of feedback, as rated by resident teachers, was significantly higher in virtual sessions (P<.001).

Conclusions:

  • Transitioning OSTEs to a virtual platform is feasible and effective, offering a viable alternative to in-person simulation-based teaching.
  • Simulation-based teaching methods like OSTEs should be considered for integration into virtual medical education.
  • Virtual OSTEs provide a valuable tool for enhancing resident teaching skills and feedback quality in remote learning environments.