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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.
Tolman introduced the idea that behavior is influenced by...
Social Proof00:52

Social Proof

Social proof is a form of persuasion based on comparison and conformity. People compare their behavior and actions to what others are doing and will change to conform to do what their peers do.
Levels of Communication II: Organizational, Public, and Group Dynamics01:27

Levels of Communication II: Organizational, Public, and Group Dynamics

Effective communication is the foundation of a good organization. Communication is the lifeblood of an organization that connects the group with messages. In an organization, communication occurs in upward, downward, and horizontal lines. Downward communication travels from the administrative and senior levels to the staff through official channels such as manuals, rules and regulations, and organizational charts. Staff members initiate upward communication, which is addressed to executives and...
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...
Social Loafing01:37

Social Loafing

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, individuals become less...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...

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Related Experiment Video

Updated: Jun 24, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Evidence in the learning organization.

Gerald E Crites1, Megan C McNamara, Elie A Akl

  • 1Wright State University Boonshoft School of Medicine, Dayton, OH, USA. gerald.e.crites@wright.edu

Health Research Policy and Systems
|March 28, 2009
PubMed
Summary
This summary is machine-generated.

This study integrates learning organization (LO) concepts with evidence-based medicine (EBM) to create the Evidence in the Learning Organization (ELO) model, addressing the healthcare knowing-doing gap for faster adoption of innovations.

Related Experiment Videos

Last Updated: Jun 24, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Area of Science:

  • Healthcare Management
  • Organizational Learning
  • Evidence-Based Practice

Background:

  • Healthcare leaders face challenges in timely adoption of innovations, known as the knowing-doing gap.
  • Existing solutions like evidence-based medicine (EBM) have not fully resolved this issue.
  • Learning organization (LO) frameworks offer a systems-based perspective to address similar dilemmas in business and medicine.

Purpose of the Study:

  • To integrate Evidence-Based Medicine (EBM) and Learning Organization (LO) concepts into a unified model.
  • To address the persistent knowing-doing gap in the adoption of evidence-based practice innovations within healthcare organizations.
  • To develop a practical framework for enhancing knowledge sharing and adoption of innovations.

Main Methods:

  • Conducted a comprehensive literature search for relevant LO frameworks.
  • Employed consensus-based decision-making and narrative thematic synthesis to consolidate frameworks.
  • Incorporated external expert review to refine the developed model.

Main Results:

  • Identified seven key LO frameworks applicable to evidence-based practice innovations.
  • Developed the Evidence in the Learning Organization (ELO) model by integrating LO principles with EBM.
  • Illustrated ELO concepts with a healthcare organization scenario.

Conclusions:

  • The ELO model aims to help organizations assess and enhance their capacity for learning and knowledge sharing regarding evidence-based practice innovations.
  • Further validation and refinement of the ELO model are necessary through practical application in organizational settings and health services research.