Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

1.5K
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...
1.5K
Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

579
Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
579
Social Loafing01:37

Social Loafing

39.8K
Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
39.8K
Metacognition01:26

Metacognition

919
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...
919
Impact of Schemas01:30

Impact of Schemas

236
Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...
236
Purposive Learning01:22

Purposive Learning

545
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...
545

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Coaching Efficiency in Residency: From "Go Faster" to FOCUS.

Journal of graduate medical education·2026
Same author

Pictogram room augmented reality technology games improve body knowledge, imitation, and joint attention skills in autistic children with intellectual disability.

Scientific reports·2025
Same author

Leadership Education in Physical Therapy: A Roadmap to Prioritize Interventions.

Journal, physical therapy education·2025
Same author

Assessing Geriatric Competencies in Residents: Validating the 5Ms Dimensions.

Journal of graduate medical education·2025
Same author

Print-It-Yourself Bone Marrow Biopsy Simulator Compared With Human Cadavers.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2025
Same author

Key to sessile gnesiotrochan rotifers: Lacinularia and Sinantherina (Monogononta; Flosculariidae).

Zootaxa·2025
Same journal

"That Dress is Inappropriate": A Kantian Perspective on Aesthetics and Assessing Professionalism.

Teaching and learning in medicine·2026
Same journal

"I Live Week to Week": Medical Students' Experiences with Financial Burden in Online Discourse.

Teaching and learning in medicine·2026
Same journal

Pronouncing my Father.

Teaching and learning in medicine·2026
Same journal

Reimagining Medical Education Through Abolitionist Praxis.

Teaching and learning in medicine·2026
Same journal

Curriculum Silence and Erasure: A Queer-Theory Analysis of Transgender-Inclusive Health Education in Internal Medicine Residency.

Teaching and learning in medicine·2026
Same journal

Dual Processing and Social Minefields: How Autistic Healthcare Learners Experience Simulation-Based Education.

Teaching and learning in medicine·2026
See all related articles

Related Experiment Video

Updated: Feb 28, 2026

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm
07:26

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm

Published on: May 4, 2020

4.1K

Task Demands in OSCEs Influence Learning Strategies.

Alexandre Lafleur1, Jonathan Laflamme1, Jimmie Leppink2

  • 1a Department of Medicine , Laval University Faculty of Medicine , Québec City , Canada.

Teaching and Learning in Medicine
|June 21, 2017
PubMed
Summary
This summary is machine-generated.

Objective structured clinical examinations (OSCEs) with different task demands significantly alter student study strategies. Hypothesis-driven physical examination (HDPE) assessments promote deeper learning by encouraging hypothesis-driven discussions and resource use over rote memorization.

Keywords:
Objective structured clinical examinationhypothesisdriven physical examinationmedical assessmentmetacognitionpreassessment learning effects

More Related Videos

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
07:12

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

997
Operant Procedures for Assessing Behavioral Flexibility in Rats
08:30

Operant Procedures for Assessing Behavioral Flexibility in Rats

Published on: February 15, 2015

21.7K

Related Experiment Videos

Last Updated: Feb 28, 2026

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm
07:26

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm

Published on: May 4, 2020

4.1K
Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
07:12

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

997
Operant Procedures for Assessing Behavioral Flexibility in Rats
08:30

Operant Procedures for Assessing Behavioral Flexibility in Rats

Published on: February 15, 2015

21.7K

Area of Science:

  • Medical Education
  • Cognitive Science
  • Assessment Design

Background:

  • Task demands in assessments influence learning, but specific OSCE tasks that enhance cognitive and metacognitive processes require further investigation.
  • Objective Structured Clinical Examinations (OSCEs) can be designed to foster metacognitive strategies and hypothesis-driven learning.
  • Hypothesis-Driven Physical Examination (HDPE) assessments require students to integrate physical exam findings to formulate a diagnosis.

Purpose of the Study:

  • To compare the impact of Hypothesis-Driven Physical Examination (HDPE) versus part-task OSCEs on medical students' study strategies.
  • To investigate whether the whole-task nature of HDPE encourages hypothesis-oriented learning, adjustment strategies, and persistence.
  • To provide empirical evidence for redesigning assessments to optimize learning.

Main Methods:

  • A mixed-methods study involving 40 medical students in a crossover design, randomly paired and filmed during study periods.
  • Students studied for either a part-task OSCE or an HDPE using video cues, with study sequences randomized.
  • Time-on-task was categorized as "hypothesis-driven" or "sequence of signs and maneuvers"; focus group interviews analyzed perceptions of learning resources, strategies, and persistence.

Main Results:

  • Students studying for HDPE dedicated significantly more time to hypothesis-driven discussions and practice compared to part-task OSCEs.
  • HDPE study involved contrasting diagnoses and demonstrated persistence with learning.
  • Part-task OSCE study focused on rehearsing sequences of signs and maneuvers, reversing time-on-task allocation.

Conclusions:

  • OSCEs with identical content but varying task demands elicit contrasting student learning strategies.
  • Measuring pre-assessment effects from a metacognitive viewpoint offers valuable insights for assessment redesign.
  • Assessment design significantly impacts how students engage with learning materials and develop metacognitive skills.