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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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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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Two-Dimensional Force System: Problem Solving01:29

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Solving problems related to two-dimensional force systems is an essential aspect of mechanics and engineering. By applying the principles of vector analysis and force equilibrium, one can determine the effect of multiple forces acting on an object in a two-dimensional space.
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Collisions in Multiple Dimensions: Problem Solving01:06

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In multiple dimensions, the conservation of momentum applies in each direction independently. Hence, to solve collisions in multiple dimensions, we should write down the momentum conservation in each direction separately. To help understand collisions in multiple dimensions, consider an example.
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A three-dimensional force system refers to a scenario in which three forces act simultaneously in three different directions. This type of problem is commonly encountered in physics and engineering, where it is necessary to calculate the resultant force on the system, which can then be used to predict or analyze the behavior of the object or structure under consideration.
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Steps in the Modeling Process01:14

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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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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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Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation
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Using concept maps in a modified team-based learning exercise.

Barbara E C Knollmann-Ritschel1, Steven J Durning1

  • 1Department of Pathology, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20186.

Military Medicine
|April 8, 2015
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Summary
This summary is machine-generated.

Concept maps enhance medical education assessments by replacing multiple-choice questions in Team-Based Learning (TBL). This innovation aids in evaluating knowledge acquisition and interdisciplinary synthesis, offering valuable student feedback.

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Area of Science:

  • Medical Education
  • Educational Assessment
  • Cognitive Science

Background:

  • Traditional medical education relies on single-discipline teaching and assessment.
  • Modern curricula integrate basic sciences and clinical disciplines using organ-based approaches.
  • Concept maps visualize concept relationships, offering unique insights into learning.

Purpose of the Study:

  • To innovate Team-Based Learning (TBL) by incorporating concept maps for assessment.
  • To evaluate the effectiveness of concept maps in assessing interdisciplinary knowledge in medical students.
  • To explore concept maps as a complementary assessment tool in medical school curricula.

Main Methods:

  • Modified a classic Team-Based Learning (TBL) exercise.
  • Replaced individual multiple-choice question assessments with concept maps.
  • Combined group assessment and application exercises using team-created concept maps.

Main Results:

  • Preliminary student performance data support the use of concept maps in TBL.
  • Faculty and student feedback indicate positive reception of concept maps.
  • Concept maps demonstrated unique assessment of knowledge acquisition and synthesis.

Conclusions:

  • Concept maps offer a novel method for assessing medical student learning and providing feedback.
  • This approach facilitates evaluation of knowledge organization and interdisciplinary synthesis.
  • Concept maps serve as a valuable addition to traditional assessment methods in medical education.