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Related Concept Videos

Cognitive Learning01:21

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.
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Problem-Solving01:29

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Purposive Learning01:22

Purposive Learning

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...
Principle of Virtual Work: Problem Solving01:13

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The principle of virtual work is an essential concept in the field of mechanics and engineering. This is used to solve problems related to the equilibrium of a structure or system. It is based on the assumption that if a system is in equilibrium, the work done by all the forces during a virtual displacement is zero. This principle is applied by considering virtual displacements of the system and the corresponding work done by internal and external forces.
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Three-Dimensional Force System:Problem Solving01:30

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A three-dimensional force system refers to a scenario in which three forces act simultaneously in three different directions. This type of problem is commonly encountered in physics and engineering, where it is necessary to calculate the resultant force on the system, which can then be used to predict or analyze the behavior of the object or structure under consideration.
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Statically Indeterminate Problem Solving01:16

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

The fuzzy world of problem based learning.

Hossam Hamdy1

  • 1University of Sharjah, College of Medicine, United Arab Emirates. profhossamhamdy@gmail.com

Medical Teacher
|October 24, 2008
PubMed
Summary
This summary is machine-generated.

This reflection offers insights into problem-based learning (PBL) curricula, drawing on 30 years of experience in medical education across diverse cultural contexts. It considers PBL

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Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • The AMEE Guide (2008) provides a critical review of problem-based learning (PBL).
  • The author has 30 years of experience with PBL in three medical schools across Egypt, Bahrain, and UAE.
  • PBL implementation varies across different contexts and cultures.

Purpose of the Study:

  • To reflect on the evolution and implementation of PBL in medical education.
  • To offer insights into the controversial and challenging aspects of PBL as an educational strategy.

Main Methods:

  • Critical review of existing literature on PBL.
  • Personal reflection based on extensive experience in implementing PBL curricula.
  • Analysis of PBL's adaptability across different cultural settings.

Main Results:

  • PBL has evolved significantly since its inception.
  • Successful implementation of PBL requires adaptation to local contexts and cultures.
  • The author maintains an open mind regarding PBL's variabilities and challenges.

Conclusions:

  • PBL remains a challenging yet valuable educational strategy in medical schools.
  • Reflecting on diverse implementation experiences is crucial for understanding PBL's effectiveness.
  • Further discourse is needed to refine PBL approaches in global medical education.