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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...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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, patient...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
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...
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...
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...

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Related Experiment Video

Updated: Jun 12, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Trainees as teachers in team-based learning.

Divy Ravindranath1, Tamara L Gay, Michelle B Riba

  • 1Department of Psychiatry, University of Michigan School of Medicine, Ann Arbor, MI 48109, USA. divyr@med.umich.edu

Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
|June 26, 2010
PubMed
Summary
This summary is machine-generated.

Medical trainees can effectively lead team-based learning sessions, comparable to faculty facilitators. This active learning approach is well-received by students in medical education.

Related Experiment Videos

Last Updated: Jun 12, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Area of Science:

  • Medical Education
  • Active Learning Strategies
  • Pedagogical Research

Background:

  • Team-based learning (TBL) is an increasingly adopted active learning method in medical education.
  • Investigating the efficacy of using medical trainees as facilitators in TBL is crucial for optimizing educational resources.

Purpose of the Study:

  • To evaluate the effectiveness of trainee facilitators in TBL sessions compared to faculty facilitators.
  • To assess student perceptions of TBL sessions facilitated by trainees versus faculty.

Main Methods:

  • Developed and implemented TBL modules for third-year medical students in psychiatry clerkship.
  • Collected student feedback via evaluation forms to compare ratings of trainee and faculty facilitators.
  • Utilized Student's t tests for statistical comparison of facilitator scores.

Main Results:

  • Overall student feedback indicated high acceptability of TBL sessions.
  • No significant difference in student ratings between trainee and faculty facilitators in most comparisons.
  • A slight, non-significant preference for faculty facilitators was observed in one comparison.

Conclusions:

  • Trainee-led TBL sessions are as effective as faculty-led sessions for teaching medical students.
  • Trainees can serve as capable facilitators, offering a viable alternative to faculty in TBL settings.
  • This finding supports the integration of trainees in facilitating active learning in medical curricula.