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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...
Hindsight Biases01:12

Hindsight Biases

Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now?
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...
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...
Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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...

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Related Experiment Video

Updated: Jun 1, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Early clinical experience: do students learn what we expect?

Esther Helmich1, Sanneke Bolhuis, Roland Laan

  • 1Department of Primary and Community Care, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands. e.helmich@elg.umcn.nl

Medical Education
|June 9, 2011
PubMed
Summary
This summary is machine-generated.

Medical students

Related Experiment Videos

Last Updated: Jun 1, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Area of Science:

  • Medical Education
  • Professional Development
  • Healthcare Training

Background:

  • Early clinical experiences are crucial for medical student development.
  • Informal learning processes in practice can be difficult to guide.
  • Socialization in medical practice may lead to valuing some outcomes over others.

Purpose of the Study:

  • To describe Year 1 medical students' learning goals and outcomes before and after a nursing attachment.
  • To evaluate associations between learning outcomes, student characteristics, and placement setting.
  • To align student learning with institutional educational goals.

Main Methods:

  • Administered questionnaires with open-ended questions to 347 Year 1 medical students.
  • Collected data before and after a 4-week nursing attachment in hospitals or nursing homes.
  • Conducted focus group interviews and analyzed data using qualitative and quantitative content analyses.

Main Results:

  • Student learning goals emphasized communication and empathy, aligning with educational goals.
  • Learning outcomes mirrored goals, with added reflection on professional behavior and development.
  • Women and younger students more frequently reported communication and empathy goals.
  • Individual goals, except for patient interaction, did not predict outcomes.

Conclusions:

  • Early nursing attachments effectively meet student learning goals in hospitals and nursing homes.
  • The under-representation of emotional learning suggests potential neglect in early medical education.
  • Emotional aspects of professional development may require more attention in the first year.