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

Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

28
Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
28
Modeling in Therapy01:26

Modeling in Therapy

178
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...
178
Obedience01:08

Obedience

33.5K
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,...
33.5K
Impression Management Techniques I: Managing Appearances01:29

Impression Management Techniques I: Managing Appearances

37
Appearance is a multidimensional aspect of self-presentation that encompasses observable attributes such as clothing, grooming, speech, and nonverbal behavior. These elements are often strategically managed to align with socially constructed expectations in different settings. For instance, individuals tailor their appearance during job interviews, social gatherings, or athletic events to meet the perceived norms of those environments.Contextual Adaptation and Social SignalsThe research...
37
Role-Based Identity01:21

Role-Based Identity

35
Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
35
Halo Effect01:27

Halo Effect

72
The halo effect is a cognitive bias in which an individual's overall impression influences judgments about their specific traits. This psychological phenomenon leads people to associate positive characteristics with those they perceive as generally good and negative characteristics with those they view as bad. This effect is particularly influential in social perception, professional evaluations, and decision-making processes.The Psychological Basis of the Halo EffectThe halo effect is rooted...
72

You might also read

Related Articles

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

Sort by
Same author

Reframing Patient Safety: Relationships as the Core Infrastructure of Safe Care.

Anesthesia and analgesia·2026
Same author

Unveiling disparities: exploring the gender gap in digital literacy among faculty in a higher educational medical institute (DIGI-GAP), a mixed-methods study.

BMC medical education·2026
Same author

How Supervisors Work With Video of Clinical Practice to Influence Learning Conversations.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same author

A critical review of psychological safety in clinical learning environments.

Medical teacher·2025
Same author

Navigating the discomfort dilemma in work-based assessment.

Medical teacher·2025
Same author

Transforming Anesthesia Practice With Qualitative Research.

Anesthesia and analgesia·2025

Related Experiment Video

Updated: Oct 23, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K

Trust, power and learning in workplace-based assessment: The trainee perspective.

Damian J Castanelli1,2,3, Jennifer M Weller4,5, Elizabeth Molloy6

  • 1School of Clinical Sciences at Monash Health, Monash University, Clayton, Victoria, Australia.

Medical Education
|August 25, 2021
PubMed
Summary

Trainees develop trust in supervisors based on how their power is used, impacting participation in workplace-based assessments (WBA). Building trust through beneficial supervisor actions enhances learning opportunities.

More Related Videos

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

7.1K
The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm
06:18

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

Published on: October 20, 2022

2.3K

Related Experiment Videos

Last Updated: Oct 23, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

7.1K
The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm
06:18

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

Published on: October 20, 2022

2.3K

Area of Science:

  • Medical Education
  • Healthcare Professional Training
  • Assessment in Medicine

Background:

  • Workplace-based assessment (WBA) is crucial for trainee development.
  • Trust between trainees and assessors is essential for effective WBA.
  • The inherent power imbalance in the trainee-supervisor relationship can complicate trust.

Purpose of the Study:

  • To explore how power dynamics and trust influence trainees' experiences with WBA.
  • To understand how trainees perceive and navigate trust in their supervisors within WBA.
  • To identify factors that enhance or hinder trainee trust and participation in WBA.

Main Methods:

  • Semi-structured interviews were conducted with 17 postgraduate anaesthesia trainees.
  • Constructivist grounded theory methodology was employed to analyze trainee accounts.
  • The study focused on trainees' perceptions of trust and supervisor power in WBA.

Main Results:

  • Supervisors' power significantly influences trainees' access to learning and training progress.
  • Trainees adopt deferential roles to gain expertise and mitigate reputational risks.
  • Trust is contingent on trainees' anticipation of how supervisors will wield their power.
  • Trainees adjust the exposure of their authentic practice based on their trust levels.
  • Supervisors using power beneficially foster greater trainee trust and openness.

Conclusions:

  • The trainee-supervisor power dynamic requires evolution for effective assessment for learning.
  • Enhancing supervisor behavior and professional development can foster trainee trust.
  • Modifications to assessment system design, such as trainee-selected assessments, can rebalance power.
  • Addressing power and trust is key to achieving meaningful assessment for learning in the workplace.