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

1.2K
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...
1.2K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.5K
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...
1.5K
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
Steps in the Modeling Process01:14

Steps in the Modeling Process

193
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
193
Metacognition01:26

Metacognition

146
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
146
Elaborative Rehearsals01:07

Elaborative Rehearsals

83
Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
83

You might also read

Related Articles

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

Sort by
Same author

Accurate contextual reporting amidst dynamic AI curricula development: A response to Zainal and colleagues.

Medical education·2026
Same author

What are medical students really doing with GenAI in their self-study? An epistemic entanglement framework approach.

Medical teacher·2026
Same author

Optimising professional support for doctors who experience work performance issues: a realist evaluation.

BMJ quality & safety·2026
Same author

How Medical Students Negotiate Their Roles in the Figured World of Curriculum Co-Creation: A Longitudinal Qualitative Study.

Perspectives on medical education·2026
Same author

The origin of Student Interest Groups (SIGs)-Evolution of student-led innovations.

Medical education·2026
Same author

Mixed-methods research in medical education: Lessons from a meta-study of methodological practice.

Medical education·2026
Same journal

Women's Conferences in Medicine: Advancing Gender Equity in Medical Education.

The clinical teacher·2026
Same journal

Entrusting Attention: An Additional lens on Entrustable Professional Activity Assessment.

The clinical teacher·2026
Same journal

Students as Teachers (SAT) and Educators: An Online Elective in Medical Education.

The clinical teacher·2026
Same journal

Beyond Student Proactivity in Surgical Placements.

The clinical teacher·2026
Same journal

Recentring Student Learning Within Professionalism Assessment: The Role of Structured Reflection in UK Medical Education.

The clinical teacher·2026
Same journal

The Six R's of Management Reasoning for Subintern Education.

The clinical teacher·2026
See all related articles

Related Experiment Video

Updated: Jun 16, 2025

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

Preparation for practice: What are students learning for?

Siew Ping Han1, Xuan Wang1, Purjita Kiruparan1

  • 1Lee Kong Chian School of Medicine, Singapore, Singapore.

The Clinical Teacher
|August 20, 2024
PubMed
Summary
This summary is machine-generated.

Medical students

More Related Videos

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

987
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

Related Experiment Videos

Last Updated: Jun 16, 2025

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

987
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

Area of Science:

  • Medical Education
  • Clinical Skills Development
  • Healthcare Professional Training

Background:

  • Junior doctors report feeling unprepared for clinical practice.
  • Current medical education transitions often neglect intrinsic factors like motivation.
  • Motivation and emotional engagement are crucial for clinical competence.

Purpose of the Study:

  • To explore medical undergraduates' and clinicians' attitudes towards learning.
  • To investigate how these attitudes influence learning motivation.
  • To identify discrepancies in learning perspectives between students and professionals.

Main Methods:

  • Conducted semi-structured interviews with 22 medical undergraduates and 8 clinicians.
  • Transcribed interview data.
  • Thematically analyzed qualitative data to identify key themes.

Main Results:

  • Students prioritized factual knowledge and exam performance, equating it with competence.
  • Clinicians emphasized soft skills, clinical reasoning, and experiential learning.
  • Clinicians perceived the pre-clinical curriculum as overly focused on irrelevant factual recall.

Conclusions:

  • Student extrinsic motivation for exams leads to surface learning, creating a skills gap.
  • A disconnect exists between pre-clinical factual emphasis and clinical practice needs.
  • Recommends shifting from content overload/high-stakes exams to patient-centric teaching for better learning outcomes.