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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...
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.
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...

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Related Experiment Video

Updated: May 8, 2026

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

Problem-based learning: student learning experiences and outcomes.

Michael Prosser1, Daniel Sze

  • 1Centre for the Enhancement of Teaching and Learning, The University of Hong Kong , Hong Kong , China and.

Clinical Linguistics & Phonetics
|August 16, 2013
PubMed
Summary

Problem-based learning (PBL) enhances long-term retention and clinical skill application in health sciences. However, student perceptions of PBL pedagogy significantly influence their learning approach and outcomes.

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Area of Science:

  • Medical Education
  • Cognitive Psychology

Background:

  • Problem-based learning (PBL) is an instructional approach used in health sciences.
  • Understanding the processes within PBL (the "black box") is crucial for optimizing its effectiveness.
  • Outcome-based studies often overlook the nuances of student experiences in PBL.

Purpose of the Study:

  • To examine the internal processes of problem-based learning (PBL) courses.
  • To contrast PBL's internal processes with external outcome-based studies.
  • To synthesize findings on student experiences in PBL curricula within health sciences.

Main Methods:

  • Review of meta-analyses comparing PBL with traditional teaching methods.
  • Analysis of qualitative, phenomenographic, and factor analytic studies on student experiences.
  • Examination of input-output studies in health sciences (dentistry, medicine).

Main Results:

  • PBL excels in long-term content retention, elaboration of new information, and clinical skill/reasoning application.
  • Traditional approaches are more effective for short-term retention of non-elaborated content.
  • Student perceptions of PBL pedagogy and course goals correlate with their learning approaches.

Conclusions:

  • PBL offers distinct advantages for deep learning and skill development in health professions education.
  • Student conceptualization of PBL is a key factor influencing their engagement and academic success.
  • Further research should explore the interplay between PBL design, student perception, and learning outcomes.