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

Patient-centered Care01:13

Patient-centered Care

Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution itself.
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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, patient...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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 insulin...

You might also read

Related Articles

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

Sort by
Same author

BRAVE SPACES: Switching from Safety to Bravery Improving discourse and education by leaning into discomfort.

Academic pediatrics·2026
Same author

Response to Letter to the Editor re: "Diagnostic evaluation and treatment of UTIs in children with neurogenic bladder".

Journal of pediatric urology·2026
Same author

Early Antibiotic Discontinuation for Children With a Positive Rapid Respiratory Viral Test Hospitalized for Suspected Bacterial Tracheostomy-Associated Infections.

Pediatric pulmonology·2026
Same author

Secondary Rhabdomyosarcoma in Children, Adolescents, and Young Adults.

Pediatric blood & cancer·2026
Same author

Pediatric tracheostomy-associated respiratory infections: an evolving paradigm.

Current opinion in pediatrics·2026
Same author

After Standardizing Care of Pneumonia in Children With Neurologic Impairment, What's Next?

Hospital pediatrics·2026

Related Experiment Videos

Exploring peer coaching needs in a pediatrics residency program with faculty coaching.

Emily A Seitz1, Taryn Hill2, Kimberly Collins2,3

  • 1Pediatric Hospital Medicine Fellow, Johns Hopkins All Children's Hospital, 601 Fifth Street South, Saint Petersburg, FL, 33701, USA. eseitz@jhmi.edu.

BMC Medical Education
|July 9, 2026
PubMed
Summary
This summary is machine-generated.

Pediatric residents find peer coaching acceptable for academic development, particularly for time management and wellness. Further training and dedicated time are needed to overcome implementation barriers.

Keywords:
Academic CoachingPediatric ResidencyPeer Coaching

Related Experiment Videos

Area of Science:

  • Graduate Medical Education
  • Pediatric Residency Training
  • Academic Coaching

Background:

  • Academic coaching enhances self-directed learning in graduate medical education.
  • Hierarchical coaching models are common, but peer coaching offers unique growth.
  • Facilitators, barriers, and optimal domains for peer coaching in residency are undefined.

Purpose of the Study:

  • To explore pediatric residents' attitudes toward peer coaching.
  • To identify promoters and barriers to implementing peer coaching.
  • To determine preferred coaching domains for peer versus faculty coaches.

Main Methods:

  • Cross-sectional descriptive survey study of pediatric and child neurology residents.
  • Anonymous survey assessed understanding, use, and desire for peer coaching development.
  • Residents indicated preference for peer or faculty coaches in specific thematic areas.

Main Results:

  • 62% of residents responded (23/37), representing all postgraduate years.
  • 70% had prior peer coaching experience; 73% found it favorable.
  • 86% desired more peer coaching training; preferred peer coaches for time management (59%) and wellness (45%).

Conclusions:

  • Peer coaching is acceptable for augmenting faculty-led academic coaching in residency.
  • Curricula focusing on time management and wellness are most welcomed for peer coaching.
  • Addressing scheduling and time availability is crucial to overcome perceived barriers.