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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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Observational Learning01:12

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Associative Learning01:27

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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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.
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Metacognition01:26

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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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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Portfolio-based learning and assessment.

Mohit Kumar Joshi1, Piyush Gupta, Tejinder Singh

  • 1Department of Surgery, AIIMS, New Delhi; #Department of Pediatrics, University College of Medical Sciences, New Delhi; and CMCL-FAIMER Regional Institute, Christian Medical College, Ludhiana, Punjab; India. Correspondence to: Dr Tejinder Singh, Program Director, CMCL-FAIMER Regional Institute, Christian Medical College, Ludhiana, Punjab, India. cmcl.faimer@gmail.com.

Indian Pediatrics
|April 8, 2015
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Summary
This summary is machine-generated.

Portfolios are increasingly accepted for medical education assessment, aiding resident training, revalidation, and professional development. This article reviews their use, benefits, criticisms, and challenges.

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Area of Science:

  • Medical Education
  • Assessment Tools

Background:

  • Portfolios are gaining acceptance in medical education.
  • They are relevant for resident training, revalidation, and continuing professional development.

Purpose of the Study:

  • To provide an overview of portfolios as assessment and learning tools in medical education.
  • To discuss the rationale, advantages, criticisms, challenges, and dilemmas associated with portfolio use.

Main Methods:

  • Literature review and discussion of portfolio assessment in medical education.

Main Results:

  • Portfolios serve as valuable tools for both assessment and learning.
  • Their application spans formative and summative assessment, revalidation, and professional development.

Conclusions:

  • Portfolio assessment offers significant benefits but also presents challenges.
  • Effective implementation requires careful consideration of its advantages and criticisms.