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

Case Studies01:22

Case Studies

11.6K
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.
11.6K
Surveys02:16

Surveys

14.7K
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.
14.7K
Reliability and Validity01:29

Reliability and Validity

12.7K
Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
12.7K
Purposive Learning01:22

Purposive Learning

114
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...
114
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

1.7K
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,...
1.7K
The Nativist Approach01:21

The Nativist Approach

40
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
40

You might also read

Related Articles

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

Sort by
Same author

Under Pressure: A Rare Cause of Circulatory Collapse.

Circulation·2026
Same author

Outcomes for Frail Dialysis Patients Not Referred for Transplantation: A Cohort Study.

Journal of the American Geriatrics Society·2026
Same author

Cognitive dispersion profiles and prediction of cognitive change in early-onset dementias: Results from LEADS.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2026
Same author

Risk Factors for Failure of Meniscal Repair.

Current reviews in musculoskeletal medicine·2026
Same author

External Validation and Recalibration of a Risk Calculator for Major Bleeding After Diagnostic Kidney Biopsy.

Kidney medicine·2026
Same author

Criterion and convergent validity of plasma biomarkers in early-onset Alzheimer's disease: Initial findings from LEADS.

Alzheimer's & dementia (Amsterdam, Netherlands)·2026
Same journal

Preliminary Effectiveness of 360° Immersive Virtual Reality for the Acquisition of Empathy-Related Skills in Physiotherapy Students: A Quasi-Experimental Study.

Medical science educator·2026
Same journal

Beyond Content Support: A One-on-One Near-Peer Tutoring Approach to Study Skills in a Bilingual Medical Program.

Medical science educator·2026
Same journal

A Sound Education: A Qualitative Study of the Role of Podcasts in Postgraduate Medical Education.

Medical science educator·2026
Same journal

A Bootcamp for Transition into Clerkship in a Distributed Campus Model.

Medical science educator·2026
Same journal

Comment on "Incorporating Artificial Intelligence in Qualitative Research: Exploring the Role of ChatGPT in Thematic Analysis".

Medical science educator·2026
Same journal

Homework with a Probe: Boosting Pre-clerkship Ultrasound Engagement.

Medical science educator·2026
See all related articles

Related Experiment Video

Updated: Jun 23, 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

3.9K

A Student-Driven Approach to Course Revitalization.

Christine Crumbley1, Zachary Chroust1, David Clark1

  • 1John Sealy School of Medicine, University of Texas Medical Branch, Galveston, TX USA.

Medical Science Educator
|June 18, 2024
PubMed
Summary
This summary is machine-generated.

Medical students revitalized a foundational science course by creating new learning objectives and editing cases. This novel approach improved the course, receiving positive feedback from facilitators and students.

Keywords:
Curriculum developmentLearning objectivesProblem-based learning

More Related Videos

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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

Published on: December 9, 2022

3.5K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.0K

Related Experiment Videos

Last Updated: Jun 23, 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

3.9K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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

Published on: December 9, 2022

3.5K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.0K

Area of Science:

  • Medical Education
  • Curriculum Development
  • Foundational Sciences

Background:

  • First-year foundational science courses often face challenges with scope and relevance.
  • Adapting medical curricula to evolving scientific knowledge and clinical practice is crucial.

Purpose of the Study:

  • To describe a novel approach to medical course revitalization driven by medical students.
  • To evaluate the impact of student-led curriculum changes on a foundational science course.

Main Methods:

  • Second and third-year medical students were engaged to lead course revitalization efforts.
  • Students developed new learning objectives aligned with current medical science.
  • Existing course cases were edited and updated by the student team.

Main Results:

  • The student-led revitalization resulted in a course that better met its intended scope.
  • New learning objectives and edited cases were positively received by course facilitators.
  • Student participants and course attendees reported high satisfaction with the revised content.

Conclusions:

  • Medical students can effectively contribute to curriculum development and course revitalization.
  • Student-led initiatives offer a valuable and novel approach to enhancing foundational science education.
  • This model demonstrates a successful strategy for adapting medical courses to contemporary needs.