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Related Concept Videos

Longitudinal Studies01:26

Longitudinal Studies

259
Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Surveys02:16

Surveys

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Case Studies01:22

Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Cross-Sectional Research01:50

Cross-Sectional Research

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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

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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,...
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Related Experiment Video

Updated: Sep 22, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Faculty perspectives on facilitating medical students' longitudinal learning: A mixed-methods study.

Bianca S Shagrin1, Galina Gheihman2,3, Amy M Sullivan4,5

  • 1Cambridge Integrated Clerkship, Harvard Medical School/Cambridge Health Alliance, Cambridge, Massachusetts, USA.

Medical Education
|May 22, 2022
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Summary
This summary is machine-generated.

Faculty teaching medical students in longitudinal care models reported positive experiences and identified key strategies for student learning. Barriers like scheduling and enablers like student initiative were noted, guiding future faculty development.

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Area of Science:

  • Medical Education
  • Clinical Pedagogy
  • Patient-Centered Care

Background:

  • Longitudinal patient care by medical students enhances clinical learning and patient-centeredness.
  • Empirical guidance for faculty facilitating this learning is limited.
  • Relational learning theory informs faculty perspectives on longitudinal teaching.

Purpose of the Study:

  • Investigate faculty perspectives on longitudinal teaching.
  • Identify faculty strategies for facilitating students' longitudinal learning.
  • Determine perceived barriers and enablers in longitudinal care education.

Main Methods:

  • Convergent mixed-methods approach using surveys and focus groups with faculty.
  • Quantitative analysis included descriptive statistics and chi-square tests.
  • Qualitative content analysis involved deductive and inductive thematic analysis.

Main Results:

  • Most faculty (91%) found longitudinal teaching enhanced their preceptor experience.
  • Student activities included independent patient time, follow-up calls, and home visits.
  • Facilitation strategies involved encouraging patient follow-up, adaptability, guidance, and patient selection; barriers included scheduling; enablers included student initiative.

Conclusions:

  • Faculty hold positive attitudes towards longitudinal teaching and learning.
  • Faculty goals focus on meaningful patient engagement; benefits include personal gratification and mentorship.
  • Findings offer practical teaching strategies and inform faculty development for longitudinal care models.