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Purposive Learning01:22

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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.
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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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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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An active learning curriculum improves fellows' knowledge and faculty teaching skills.

Jennifer A Inra1,2, Stephen Pelletier2, Navin L Kumar1,2

  • 1Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women's Hospital.

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Active learning curricula enhance medical education. Gastroenterology fellows showed improved knowledge acquisition and preferred interactive lectures over traditional methods, indicating a more effective way to transmit information.

Keywords:
Gastroenterology Training Examactive learningfaculty developmentfellowship

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Area of Science:

  • Medical Education
  • Gastroenterology

Background:

  • Traditional didactic lectures are common in graduate medical education but may not be the most effective method for knowledge transfer.
  • An active learning curriculum was developed for gastroenterology fellows at Brigham and Women's Hospital (BWH) to enhance learning.

Purpose of the Study:

  • To evaluate if the new active learning curriculum improved fellows' perceived knowledge acquisition and knowledge base.
  • To assess if coaching faculty in active learning methods improved their teaching and presentation skills.

Main Methods:

  • Gastroenterology Training Exam (GTE) scores were compared before and after curriculum implementation.
  • Anonymous evaluations from fellows and faculty assessed learning and teaching experiences.

Main Results:

  • GTE scores significantly improved in stomach, general gastroenterology, esophagus, and small bowel areas, as well as the total score (p<0.001).
  • Fellows found lectures helpful, felt better prepared for the GTE, and preferred the interactive format.
  • Faculty reported acquiring new teaching skills and improving presentation abilities.

Conclusions:

  • Active learning curricula are preferred by fellows and can improve information transmission in medical education.
  • Individualized faculty coaching enhances teaching excellence and the effective delivery of medical information.