Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

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...
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...
Steps in the Modeling Process01:14

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
What is an Experiment?01:12

What is an Experiment?

An experiment is a planned activity carried out under controlled conditions. The purpose of an experiment is to investigate the relationship between two variables. When one variable causes change in another, we call the first variable the explanatory or independent variable. The affected variable is called the response or dependent variable. In a randomized experiment, the researcher manipulates values of the explanatory variable and measures the resulting changes in the response variable. The...
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...
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...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Residents' Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical Education.

Perspectives on medical education·2026
Same author

Flow-Cytometric Guidance of High-Dose Anti-D Prophylaxis in Massive Fetomaternal Hemorrhage: A Case Report.

International journal of laboratory hematology·2026
Same author

A Chameleon and a Sponge: A Qualitative Study on Adaptability in Undergraduate Clinical Medical Students.

Perspectives on medical education·2026
Same author

Professional identity struggles in healthcare professions education: A theoretical review.

Medical education·2026
Same author

Understanding end-of-life injectable medication patient safety origin incidents in the community: a mixed-methods analysis of national incident-reporting data.

International journal of nursing studies·2026
Same author

Reply to Kinnear and Schumacher.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same journal

Self-regulated learning and academic success in health professions students: A systematic review.

Medical teacher·2026
Same journal

A response to: 'the hallucination of learning with generative artificial intelligence'.

Medical teacher·2026
Same journal

Beyond "student-led": Toward an entrustment framework for faculty involvement in student-led OSCEs.

Medical teacher·2026
Same journal

When what we can count is all that counts.

Medical teacher·2026
Same journal

Reframing interprofessional competencies through Ubuntu: A decolonial proposal.

Medical teacher·2026
Same journal

Uncovering the economic costs of rotation in postgraduate clinical training: A UK case study using a novel methodology.

Medical teacher·2026
See all related articles

Related Experiment Video

Updated: May 25, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Experiential learning: AMEE Guide No. 63.

Sarah Yardley1, Pim W Teunissen, Tim Dornan

  • 1Keele Medical School, Keele University, Staffs, UK. s.yardley@hfac.keele.ac.uk

Medical Teacher
|February 1, 2012
PubMed
Summary
This summary is machine-generated.

This guide explores educational theories for learning from clinical experience, from medical school to professional development. It emphasizes situated, individual, and collective learning triggered by authentic practice.

More Related Videos

A Naturalistic Setup for Presenting Real People and Live Actions in Experimental Psychology and Cognitive Neuroscience Studies
07:43

A Naturalistic Setup for Presenting Real People and Live Actions in Experimental Psychology and Cognitive Neuroscience Studies

Published on: August 4, 2023

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Related Experiment Videos

Last Updated: May 25, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

A Naturalistic Setup for Presenting Real People and Live Actions in Experimental Psychology and Cognitive Neuroscience Studies
07:43

A Naturalistic Setup for Presenting Real People and Live Actions in Experimental Psychology and Cognitive Neuroscience Studies

Published on: August 4, 2023

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Medical Education
  • Educational Theory
  • Experiential Learning

Background:

  • Learning from experience is crucial in clinical settings.
  • The guide covers the continuum from early medical training to professional development.
  • Key assumptions include situated, individual, and collective learning processes.

Purpose of the Study:

  • To provide an overview of educational theories relevant to learning from experience in clinical workplaces.
  • To discuss the principles and historical development of experiential learning.
  • To examine socio-cultural perspectives on experiential learning.

Main Methods:

  • Review of educational theories and historical contributions.
  • Discussion of socio-cultural perspectives on experiential learning.
  • Application of theoretical stances to clinical workplace examples.

Main Results:

  • Experiential learning theories are presented with historical context.
  • Socio-cultural perspectives offer insights into situated and collective learning.
  • Examples illustrate the application of theories in medical training stages.

Conclusions:

  • Understanding experiential learning is vital for effective clinical education.
  • Theoretical frameworks enhance the comprehension of practice-based learning.
  • The guide synthesizes current knowledge on learning from clinical experience.