Jove
Visualize
联系我们
JoVE
x logofacebook logolinkedin logoyoutube logo
关于 JoVE
概览领导团队博客JoVE 帮助中心
作者
出版流程编辑委员会范围与政策同行评审常见问题投稿
图书馆员
用户评价订阅访问资源图书馆顾问委员会常见问题
研究
JoVE JournalMethods CollectionsJoVE Encyclopedia of Experiments存档
教育
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab Manual教师资源中心教师网站
使用条款与条件
隐私政策
政策

相关概念视频

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
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

5.2K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.2K
Social Loafing01:37

Social Loafing

34.8K
Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
34.8K
Ryan and Deci's Self-Determination Theory01:17

Ryan and Deci's Self-Determination Theory

12.0K
Self-Determination Theory (SDT), formulated by Richard Ryan and Edward Deci, explains that human motivation is driven by three fundamental psychological needs: autonomy, competence, and relatedness. When these needs are met, individuals experience personal growth, intrinsic motivation, and overall well-being.
Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
12.0K
Long-term Potentiation01:35

Long-term Potentiation

55.2K
Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
55.2K
Elements Crucial for Effective Psychotherapy01:25

Elements Crucial for Effective Psychotherapy

45
Research has highlighted several critical factors that influence the effectiveness of psychotherapy, such as the therapeutic alliance, the therapist, and the client.
The Therapeutic Alliance
The therapeutic alliance refers to the relationship between the therapist and the client. The alliance strengthens when the therapist and the client engage in a nurturing, supportive, trusting, empathetic, and respectful relationship, improving therapeutic outcomes. Therapists must monitor this relationship...
45

您也可能阅读

相关文章

通过共同作者、期刊和引用图与本文相关的文章。

排序
Same author

Association Between Physician Licensing and Certification Examination Performance and Quality of Patient Care: A Systematic Review.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same author

Scoping review for treatment of osteolysis in total ankle arthroplasty.

BMC musculoskeletal disorders·2025
Same author

Osteolysis After HINTEGRA Total Ankle Replacement: Radiographic Patterns, Alignment Associations, and Long-Term Outcomes.

Foot & ankle orthopaedics·2025
Same author

Are they sleeping? A Canadian cross-sectional study exploring sleep quality among medical students: a study protocol.

BMJ open·2025
Same author

Home Field Advantage? Comparing the Quality of EPA Observations Completed On- vs Off-Service.

Journal of graduate medical education·2025
Same author

Does learner handover bias ratings, entrustment decisions, and feedback across repeated encounters with the same resident?

Advances in health sciences education : theory and practice·2025
Same journal

Academic Stressors and Sociodemographic Vulnerabilities Among Medical Students at the University of Ottawa.

MedEdPublish (2016)·2026
Same journal

Time to normalise protected characteristics in written assessments: A pilot study.

MedEdPublish (2016)·2026
Same journal

Medical student perceptions of reflective practice in the undergraduate curriculum.

MedEdPublish (2016)·2026
Same journal

Initial Validity Evidence for the Student Health Equity Survey: Assessing Knowledge, Attitudes, and Capacity across Health Professions Programs.

MedEdPublish (2016)·2026
Same journal

Capturing Reflections for Personal and Professional Development in Medical Education: A Mixed Methods Study.

MedEdPublish (2016)·2026
Same journal

Supervision Preparedness Among GP Registrars in the UK: A Survey Study.

MedEdPublish (2016)·2026
查看所有相关文章

相关实验视频

Updated: Jul 8, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.0K

教师发展 - - 有些比没有更好吗?

Kelsey Anne Crawford1, Timothy J Wood1, Karl-André Lalonde1

  • 1University of Ottawa.

MedEdPublish (2016)
|December 13, 2023
PubMed
概括
此摘要是机器生成的。

尽管有反,但教师发展举措并没有提高培训评估报告 (ITER) 的质量. 这表明目前的教师发展策略可能不足以提高医学教育的评估质量.

关键词:
评估评估的方法教师发展学院发展学院有关反的意见反.在培训中的评估.基于工作场所的评估

更多相关视频

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

3.6K
A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

6.9K

相关实验视频

Last Updated: Jul 8, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.0K
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

3.6K
A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

6.9K

科学领域:

  • 医学教育 医学教育
  • 基于能力的医学教育
  • 基于工作场所的评估

背景情况:

  • 基于能力的医学教育强调基于工作场所的形成性评估.
  • 这些评估的质量是教育工作者和学员的重要关注点.
  • 现有的教师培养策略表现出有限的成功,原因是动机较低的人的参与和潜在偏见.

研究的目的:

  • 设计和评估一个教师发展计划,旨在提高培训评估报告 (ITER) 的质量.
  • 测试临床监督人员通过简单的,及时的反来提高ITER质量的假设,而不管内在的动机.

主要方法:

  • 这是一项三阶段的研究,涉及整形外科的全部教师.
  • 两个独立评价者使用完成的临床评估报告评级 (CCERR) 工具评估了ITER质量.
  • 所涉及的阶段:基线评估,没有反的评估意识,以及对CCERR得分的定期反.

主要成果:

  • 在三个研究阶段 (p=0.98) 中,没有观察到CCERR得分的统计学上显著差异.
  • 平均CCERR得分保持一致:第一阶段 (17.56 ± 1.02),第二阶段 (17.65 ± 0.96) 和第三阶段 (17.54 ± 0.75).
  • 对评估的认识和反的提供并没有导致ITER质量的可衡量的改善.

结论:

  • 教师发展干预未能证明ITER质量的改善.
  • 可能的原因包括教师缺乏动力或不充分的反强度/频率.
  • 调查结果质疑某些教师发展计划在提高评估质量的有效性.