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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,...
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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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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The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
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Related Experiment Video

Updated: Feb 26, 2026

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Teaching & Learning Tips 5: Making lectures more "active".

Lauren N Ko1, Jasmine Rana1, Susan Burgin1,2

  • 1Harvard Medical School, Boston, MA, USA.

International Journal of Dermatology
|July 26, 2017
PubMed
Summary
This summary is machine-generated.

Lecturing can be passive, leading to poor knowledge retention. Active learning strategies promote engagement and participation, improving the educational experience for students.

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Traditional lecturing, while efficient for information delivery, often results in passive learning and reduced knowledge retention.
  • Learner passivity during lectures is a significant challenge in effective knowledge transfer.

Purpose of the Study:

  • To explore the benefits of active learning strategies in enhancing student engagement during lectures.
  • To investigate methods for fostering bidirectional communication between educators and learners.

Main Methods:

  • Implementing active learning techniques within a lecture format.
  • Facilitating interactive sessions to encourage student participation.

Main Results:

  • Increased learner engagement and participation observed.
  • Improved knowledge retention compared to traditional lecture methods.

Conclusions:

  • Active learning strategies effectively combat learner passivity in lectures.
  • Bidirectional flow of information enhances the educational outcomes of lectures.