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Related Concept Videos

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...
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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...
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Modeling and Similitude

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Observational Learning

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Related Experiment Video

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Low fidelity, high quality: a model for e-learning.

Morris Gordon1, Madawa Chandratilake, Paul Baker

  • 1College of Health and Social Care, University of Salford, UK. morris@betterprescribing.com

The Clinical Teacher
|July 10, 2013
PubMed
Summary
This summary is machine-generated.

A low-fidelity approach to e-learning design effectively overcomes barriers in continuing medical education. This method enhances prescribing skills retention and is easily reproducible by clinical educators.

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Area of Science:

  • Medical Education
  • E-learning Technologies
  • Instructional Design

Background:

  • E-learning is increasingly used for continuing medical education, proving as effective as traditional methods.
  • Existing research often focuses on e-learning effectiveness rather than the 'how' and 'why' for local implementation.
  • Barriers like cost, production time, and training needs hinder e-learning adoption.

Purpose of the Study:

  • To design a low-fidelity e-learning intervention for pediatric prescribing education.
  • To address common barriers to e-learning implementation in medical education.
  • To provide a reproducible model for clinical educators.

Main Methods:

  • Utilized low-cost, accessible tools and educational theory for rapid intervention development.
  • Implemented a randomized controlled trial to assess prescribing skills retention.
  • Collected user feedback via Likert scale responses.

Main Results:

  • Demonstrated significantly higher prescribing skill scores in the e-learning group at 4 and 12 weeks (p < 0.0001).
  • Long-term retention of prescribing skills was observed.
  • User feedback was overwhelmingly positive, indicating usefulness, convenience, and ease of use.

Conclusions:

  • A low-fidelity design approach effectively overcomes barriers to e-learning implementation.
  • The described design model is simple and supports local development by clinical teachers.
  • Further research is recommended to explore clinician experiences with this instructional design method.