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

Creative Thinking

Creative Thinking

Creative thinking encompasses innovative and unconventional methods for addressing challenges, often leading to groundbreaking solutions. Instead of focusing solely on enhancing existing systems, such as increasing smartphone battery capacity, creative thinking might inspire advancements like energy-efficient batteries or processors that minimize power consumption. This multidimensional approach underscores the importance of exploring novel pathways to innovation.
Divergent thinking is the...

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...

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...

Group Therapy

Group Therapy

Group therapy is a sociocultural approach to psychological treatment, where individuals with shared psychological challenges come together under the guidance of a mental health professional. This therapeutic modality offers unique opportunities for individuals to connect, share, and grow within the context of a supportive group. By fostering mutual understanding and collaboration, group therapy can address a range of psychological concerns effectively, often complementing or surpassing the...

You might also read

Related Articles

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

Sort by

Same author

Desmoid tumours and their various presentations.

Radiologia·2026

Same author

The flipped classroom as a method to improve learning in radiology.

Radiologia·2026

Same author

The pathologies of migrants who travel by boat documented on imaging.

Radiologia·2024

Same author

Can Achilles tendinosis be treated effectively with lidocaine and glucose infiltrations, and if so, is the effect lasting? A longitudinal, observational on 27 consecutive patients.

Radiologia·2023

Same author

[Heterotopic ossification in SARS-CoV-2: Scintigraphic and radiological images].

Rehabilitacion·2022

Same author

[Torsade de pointes in the management of atrial fibrillation].

Semergen·2014

Search research articles

Related Experiment Video

Updated: Jan 11, 2026

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

Collaborative work as an innovative teaching method: Benefits and challenges.

M L Nieto Morales¹, C C Linares Bello², M I Fernández Esteban²

¹Servicio de Radiodiagnóstico, Complejo Hospitalario Nuestra Señora de Candelaria, Santa Cruz de Tenerife, Spain.

|November 12, 2025

Summary

This summary is machine-generated.

Collaborative work in medical education enhances knowledge acquisition and student involvement. However, it demands significant effort from both students and educators, with potential participation imbalances noted.

Keywords:

Aprendizaje colaborativo Coevaluación del alumnado Collaborative learning Experiencia de la enseñanza Innovación Innovation Peer evaluation Teaching experience

More Related Videos

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

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

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

Published on: November 15, 2024

Related Experiment Videos

Last Updated: Jan 11, 2026

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

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

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

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

Published on: November 15, 2024

Area of Science:

Medical Education
Collaborative Learning
Diagnostic Imaging

Background:

Innovative teaching methodologies like collaborative work represent a significant shift for educators and students.
This approach fosters student autonomy and requires careful planning and monitoring, promoting critical thinking and self-management skills.

Purpose of the Study:

To evaluate the effectiveness and student perception of a collaborative learning activity in a medical diagnostic imaging course.
To assess the impact of collaborative work on knowledge acquisition, student involvement, and interpersonal skills.

Main Methods:

A cross-sectional observational study was conducted with third-year undergraduate medical students in a Diagnostic Imaging and Physical Medicine course.
Students worked in groups, progressing from individual case analysis to group presentations of radiological images of bone tumors, with teacher feedback provided.
The activity was assessed via a student questionnaire.

Main Results:

60% of students found the collaborative methodology appropriate, facilitating knowledge acquisition and increasing involvement.
Over 50% believed collaborative work enhanced their training and sense of participation.
Students reported improved relationships with colleagues.

Conclusions:

Collaborative work is an effective methodology for improving knowledge acquisition in medical education.
The method requires increased effort and involvement from both students and teachers.
Potential imbalances in participation were identified as a drawback by students.