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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...
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...
Three Developmental Domains01:29

Three Developmental Domains

Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
Physical Development
Physical processes, also known as maturation, encompass the biological changes that occur across an individual's life. These changes begin with genetic inheritance and continue through various stages, including growth in height and weight,...
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...
Decision Making: P-value Method01:09

Decision Making: P-value Method

The process of hypothesis testing based on the P-value method includes calculating the P- value using the sample data and interpreting it.
First, a specific claim about the population parameter is proposed. The claim is based on the research question and is stated in a simple form. Further, an opposing statement to the claim  is also stated. These statements can act as null and alternative hypotheses:  a null hypothesis would be a neutral statement while the alternative hypothesis can have a...

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Related Experiment Video

Updated: Jun 4, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Learner-directed intentional diversification: the experience of three P4 programs.

Leigh LoPresti1, Richard Young, Alan Douglass

  • 1QuadMed/Mutual Health Center, Franklin, WI 53132, USA. leigh.lopresti@quad-med.com

Family Medicine
|February 10, 2011
PubMed
Summary
This summary is machine-generated.

Family medicine residents in innovative programs show strong support for curriculum changes. Many residents chose diverse specializations and extended their training to four years, indicating program success.

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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

Area of Science:

  • Medical Education
  • Family Medicine Residency Training

Background:

  • Presents early outcomes of three residency programs in the Preparing the Personal Physician for Practice (P4) initiative.
  • Focuses on family medicine's innovative residency redesign.
  • Highlights learner-directed diversification and extended training options (up to 4 years).

Purpose of the Study:

  • To evaluate early outcomes and resident endorsement of the P4 initiative's redesigned residency programs.
  • To assess resident choices in areas of concentration and training duration.

Main Methods:

  • Analysis of early outcomes from three participating P4 residency programs.
  • Tracking resident choices in areas of concentration.
  • Monitoring resident decisions to extend residency training duration.

Main Results:

  • Residents demonstrated endorsement through a wide variety of chosen areas of concentration.
  • A significant minority (40%) of residents opted to extend their residency to 4 years.
  • The proportion of residents extending training grew significantly between 2006 and 2008.

Conclusions:

  • The P4 initiative's redesigned residency programs show positive early outcomes.
  • Learner-directed diversification and extended training are well-received by residents.
  • These findings suggest successful adaptation and endorsement of innovative family medicine residency models.