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Related Concept Videos

Critical Thinking II01:25

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
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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...
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
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Related Experiment Video

Updated: Jul 3, 2026

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

Debate preparation/participation: an active, effective learning tool.

Nikki Koklanaris1, Andrew P MacKenzie, M Elizabeth Fino

  • 1Department of Obstetrics and Gynecology, New York University School of Medicine, New York, New York, USA. nikki.koklanaris@carolinashealthcare.org

Teaching and Learning in Medicine
|July 11, 2008
PubMed
Summary
This summary is machine-generated.

Preparing for and participating in a debate significantly improved residents' learning and information retention on controversial topics compared to traditional lectures. Debates offer a more effective active learning strategy for complex subjects.

Related Experiment Videos

Last Updated: Jul 3, 2026

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

Area of Science:

  • Medical Education
  • Active Learning Strategies

Background:

  • Passive educational methods like lectures are often less effective than active learning approaches.
  • Controversial topics present unique challenges for effective knowledge acquisition.

Purpose of the Study:

  • To evaluate the efficacy of debate preparation and participation as an active learning method.
  • To compare learning outcomes between debate and lecture formats for controversial topics.

Main Methods:

  • A comparative study involving 12 residents, with each participating in both lecture and debate sessions.
  • Learning assessed via pre- and post-quizzes administered before and one week after sessions.
  • Statistical analysis using repeated measures analysis of variance (ANOVA).

Main Results:

  • Debate group showed significantly higher pretest (78.3%) and posttest (85.8%) quiz scores compared to the lecture group (52.5% and 61.7%, respectively).
  • p values of .02 for pretest and .003 for posttest indicate statistically significant differences.
  • Improved information retention observed in the debate group, with no participants scoring lower on follow-up quizzes.

Conclusions:

  • Debate participation enhances learning and information retention for controversial topics more effectively than lectures.
  • Organizing debates is a potentially superior pedagogical strategy for teaching complex and controversial subjects.