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

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 insulin...

Fundamentals of Nursing Process II

Fundamentals of Nursing Process II

There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

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, patient...

Interdisciplinary Care: The Health Care Team-II

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...

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...

Interdisciplinary Care: The Health Care Team-I

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.

You might also read

Related Articles

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

Sort by

Same author

Current Practices, Limitations, and Recommendations for Informed Consent Education in Medical Students and Physicians: A Scoping Review.

Journal of medical education and curricular development·2025

Same author

From Medication to Complication: A Case Report of Acute Eosinophilic Pneumonia Associated With Naltrexone.

Clinical case reports·2025

Same author

Near-peer Mentorship: Promoting Medical Student Research With Resident Pairing.

Journal of medical education and curricular development·2025

See all related articles

Search research articles

Related Experiment Video

Updated: Jul 14, 2026

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

Teaching Forward: Empowering Junior Faculty Through Fourth-Year Student Collaboration.

Kathryn Haroldson^1,2, Tyler McMillan^1,2, Cynthia Glickman^1,2

¹Cooper Medical School of Rowan University, Camden, NJ USA.

Medical Science Educator

|July 13, 2026

Summary

A novel hospital medicine elective paired medical students with junior faculty hospitalists for bedside teaching. This provided a scalable approach to enhance early-career hospitalist faculty development in clinical education.

Keywords:

bedside teaching early-career hospitalists faculty development hospital medicine elective undergraduate medical education

More Related Videos

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Related Experiment Videos

Last Updated: Jul 14, 2026

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

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Area of Science:

Medical Education
Hospital Medicine
Faculty Development

Background:

Limited evidence exists for bedside teaching opportunities for early-career hospitalists.
Faculty development literature emphasizes didactics, workshops, networking, and mentorship.

Purpose of the Study:

To describe a novel hospital medicine elective designed to create bedside teaching opportunities for junior faculty hospitalists.
To offer a scalable approach for early-career hospitalist faculty development.

Main Methods:

A hospital medicine elective was implemented at Cooper University Hospital.
Fourth-year medical students were paired with junior faculty hospitalists for one-on-one inpatient teaching.

Main Results:

The elective provided a structured framework for bedside teaching.
This approach offers a scalable model for faculty development in hospital medicine.

Conclusions:

This elective represents a novel and scalable method for enhancing early-career hospitalist faculty's bedside teaching skills.
Further research can explore the impact and broader applicability of this educational model.