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Related Concept Videos

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...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
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.
Tolman introduced the idea that behavior is influenced by...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...

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Neuroimaging Field Methods Using Functional Near Infrared Spectroscopy (NIRS) Neuroimaging to Study Global Child Development: Rural Sub-Saharan Africa
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Rural learning is more than marks: sensitised to knowledge.

Harriet Denz-Penhey1, J Campbell Murdoch

  • 1The Rural Clinical School of Western Australia, University of Western Australia, Perth, Australia. harriet.penhey@uwa.edu.au

Medical Teacher
|October 24, 2008
PubMed
Summary

Rural clinical training significantly enhances medical students' preparation for their final year. This experiential learning fosters a deeper understanding and positive attitudes compared to traditional city-based education.

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Area of Science:

  • Medical Education
  • Rural Health
  • Clinical Training

Background:

  • 25% of Western Australian medical students complete a year of rural clinical training.
  • Ensuring equity between rural and metropolitan training is crucial.
  • Evaluation methods are in place to maintain training standards.

Purpose of the Study:

  • To assess medical students' perceived preparedness for their sixth year after rural training.
  • To evaluate the sufficiency and satisfaction with rural clinical experiences.

Main Methods:

  • Qualitative study involving interviews with students 12 months post-rural placement.
  • Open-ended questions were used, with interviews recorded and transcribed.
  • Thematic analysis was employed to identify key concepts and experiences.

Main Results:

  • Rural training provided a richer experience than city-based training.
  • Students transitioned from theoretical knowledge to experiential learning.
  • This shift positively impacted subsequent learning, clinical behavior, and attitudes.

Conclusions:

  • Current tertiary hospital models prioritize clinical variety over longitudinal patient care and relationships.
  • Rural experiences foster a strong emotional connection to rural life.
  • Experiential learning in rural settings significantly benefits medical student development.