Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Purposive Learning

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

Cognitive Learning

Cognitive Learning

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...

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

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

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,...

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

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

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...

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

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

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...

Introduction to Learning

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...

You might also read

Related Articles

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

Sort by

Same author

Structural Competency: A Lifeline in a Time of Crisis.

AEM education and training·2026

Same author

Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.

AEM education and training·2026

Same author

A Consensus Based Research Agenda for Faculty and Learner Development in Competency Based Medical Education.

AEM education and training·2026

Same author

A qualitative exploration of first-in-family medical students' decisions to partake in noncurricular activities.

Medical education·2026

Same author

A Qualitative Study of Senior Residents' Strategies to Prepare for Unsupervised Practice.

The western journal of emergency medicine·2025

Same author

Top 10 Medical Education Articles of 2024.

AEM education and training·2025

Search research articles

Related Experiment Video

Updated: Jun 23, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Making goals count: A theory-informed approach to on-shift learning goals.

Max Griffith¹, Ivan Zvonar¹, Alexander Garrett¹

¹Department of Emergency Medicine University of Washington Seattle Washington USA.

AEM Education and Training

|June 17, 2024

Summary

Supervisors asking emergency medicine trainees for learning goals enhances education. Addressing challenges in goal setting and feedback can maximize the benefits of this practice for both learners and supervisors.

More Related Videos

Mechanical Ventilation Boot Camp Curriculum

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

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

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

Published on: September 11, 2021

Related Experiment Videos

Last Updated: Jun 23, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Mechanical Ventilation Boot Camp Curriculum

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

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

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

Published on: September 11, 2021

Area of Science:

Medical Education
Emergency Medicine Training

Background:

Supervisors frequently request learning goals from emergency medicine trainees at the start of clinical shifts.
The rationale behind this practice is often overlooked, despite its roots in educational principles like self-regulated learning and feedback.

Purpose of the Study:

To explore the underlying reasons for voicing on-shift learning goals.
To identify challenges faced by learners and supervisors in creating and implementing effective learning goals.
To propose solutions to optimize the use of on-shift learning goals.

Main Methods:

The study analyzes the educational principles supporting goal articulation.
It identifies barriers related to learners, supervisors, and the learning environment.
Solutions are proposed to address these identified challenges.

Main Results:

Goal articulation supports self-regulated learning, targeted feedback, and collaborative relationships.
Barriers include learner uncertainty, overly broad/narrow goals, supervisor difficulties with observation and feedback, and environmental constraints like time and lack of continuity.
Proposed solutions focus on learner, supervisor, and environmental adjustments.

Conclusions:

Effective on-shift learning goals can significantly enhance emergency medicine training.
Addressing identified challenges through targeted strategies is crucial for maximizing the potential of this educational practice.
Optimizing goal setting requires a multi-faceted approach involving learners, supervisors, and the learning environment.