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Related Concept Videos

Purposive Learning01:22

Purposive Learning

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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...
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Cognitive Learning01:21

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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.
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Nursing Clinical Information System01:27

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Nursing Clinical Information System (NCIS)
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Long-term Potentiation01:35

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Long-term Potentiation01:25

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
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Robbers Cave04:49

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During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension...
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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Collaboration leads to enhanced curriculum.

J Valerius1, V Mohan1, D Doctor1

  • 1Oregon Health & Science University , Portland Oregon, United States.

Applied Clinical Informatics
|April 8, 2015
PubMed
Summary
This summary is machine-generated.

This study presents a model for analyzing and improving informatics education curricula. By consolidating health information management (HIM) and clinical informatics (CI) courses, educational quality and faculty collaboration were enhanced.

Keywords:
Informaticscertificationclinical informaticscollaborationculturecurriculum enhancementeducationeducation training and education requirementshealth information managementinformation technologyorganizational change managementprofessional trainingsocio-technical aspects of information technologyworkflows and human interactionsworkforce education

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Area of Science:

  • Biomedical Informatics Education
  • Curriculum Development
  • Health Information Management

Background:

  • A biomedical informatics graduate program identified overlapping content between Health Information Management (HIM) and Clinical Informatics (CI) tracks.
  • Comparative analysis of competencies from professional organizations (AMIA, AHIMA, CAHIIM) informed curriculum review.

Purpose of the Study:

  • To provide a model for curriculum analysis in informatics education.
  • To improve the quality of student learning by optimizing course offerings.

Main Methods:

  • A case study of an academic informatics program realigning its curriculum.
  • Intra-departmental self-analysis and curriculum mapping to reduce overlap between CI and HIM tracks.
  • Optimizing teaching through core faculty collaboration.

Main Results:

  • Reduced overlap in course content between HIM and CI tracks.
  • Enabled addition of new content to existing courses.
  • Improved efficiency of course offerings.

Conclusions:

  • Collaborative assessment activities created a model for consolidating learning and reducing duplication.
  • Curriculum integration and alignment enhanced the quality of informatics education.
  • Continuous quality improvement through ongoing curriculum and competency alignment fosters innovation.