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 II: Planning and Implementation01:24

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

1.3K
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...
1.3K
Planning Nursing Care I01:21

Planning Nursing Care I

4.6K
The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
4.6K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.6K
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...
1.6K
Role of Communication in the Nursing Process II: Planning and Implementation01:25

Role of Communication in the Nursing Process II: Planning and Implementation

1.9K
Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
1.9K
Methods of Documentation IV: Focus Charting01:26

Methods of Documentation IV: Focus Charting

1.1K
Focus Charting, also known as the focus charting system or "focus documentation," is a systematic documentation approach used in healthcare to organize patient information in medical records.
It typically involves three columns for recording information:
1.1K
Prismatic Beams: Problem Solving01:15

Prismatic Beams: Problem Solving

180
In the design of a supported timber beam subjected to a distributed load, both the beam's physical dimensions and the timber's characteristics, such as its grade and species, are critical. These factors determine the allowable stress values, which are crucial for calculating the necessary beam depth to ensure structural integrity and safety.
The design begins with analyzing the beam as a free body to identify moments and force balances, thereby determining support reactions. Next, the...
180

You might also read

Related Articles

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

Sort by
Same author

Twice as Nice: A Two-Step Process Empowering Medical Students to Co-create narrative feedback.

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

Does the Timing of USMLE Step 1 Affect Performance? A Comparison of Pre- and Post-Clerkship Timing in the Pass/Fail Era.

Teaching and learning in medicine·2026
Same author

Online tutorial on survival analysis for biomarker discovery.

PLoS computational biology·2026
Same author

Biotechnology Research Incubator for Teachers (BRITE) Pilot Program: Advancing Technology Research Education for Secondary School Teachers.

Journal of biomolecular techniques : JBT·2025
Same author

Deconstructing the Extended Focused Assessment with Sonography in Trauma (E-FAST) as a Roadmap for Longitudinal Integration of Point of Care Ultrasound Education Within Undergraduate Medical Education.

Medical science educator·2025
Same author

Implementing a Pre-matriculation Program Targeting Self-Efficacy, Institutional Belongingness, and Metacognition.

Medical science educator·2025

Related Experiment Video

Updated: Jul 26, 2025

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

4.0K

Twelve tips for using the Understanding by Design® curriculum planning framework.

Alana D Newell1,2, Cara A Foldes3, Alison J Haddock1,4

  • 1Department of Education, Innovation and Technology, Baylor College of Medicine, Houston, TX, USA.

Medical Teacher
|June 19, 2023
PubMed
Summary
This summary is machine-generated.

Health professions faculty can align curriculum using the Understanding by Design (UbD) framework. This approach ensures desired learner outcomes, assessments, and teaching methods are integrated for effective medical education.

Keywords:
Curriculumcurriculum infrastructuremanagementoutcome-basedplanningstaff development

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

4.3K
Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

3.8K

Related Experiment Videos

Last Updated: Jul 26, 2025

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

4.0K
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

4.3K
Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

3.8K

Area of Science:

  • Medical Education
  • Curriculum Development
  • Competency-Based Education

Background:

  • Health professions faculty face challenges aligning learner outcomes with assessment and instruction during curriculum planning.
  • Developing effective courses requires integrating competencies for clinical settings with teaching strategies.

Purpose of the Study:

  • To share strategies for implementing the Understanding by Design (UbD) framework in medical school curriculum renewal.
  • To guide faculty curriculum developers in achieving alignment of outcomes, assessments, and teaching.

Main Methods:

  • Implemented the Understanding by Design (UbD) framework for a four-year medical school curriculum redesign.
  • Utilized UbD's backward design approach, starting with learner outcomes, then assessments, and finally active learning experiences.

Main Results:

  • The UbD framework proved flexible and adaptable for curriculum development teams.
  • Successful alignment of program and course-level outcomes with learner-centered instruction was achieved.

Conclusions:

  • The Understanding by Design (UbD) framework effectively aligns educational components in medical curricula.
  • UbD supports competency-based medical education and assessment principles, fostering deep, transferable understanding in learners.