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Related Concept Videos

Purposive Learning01:22

Purposive Learning

386
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...
386
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Observational Learning01:12

Observational Learning

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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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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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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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Method of Sections: Problem Solving II01:30

Method of Sections: Problem Solving II

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Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Related Experiment Video

Updated: Jan 2, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Expediting learning through peer teaching: experiences with the Jigsaw technique.

Helen Buckley Woods1

  • 1University of Sheffield, Sheffield, UK.

Health Information and Libraries Journal
|December 13, 2019
PubMed
Summary

Routine teaching methods are common due to time constraints. This feature explores the versatile Jigsaw teaching method, referencing learning theories and providing examples for professional learning contexts.

Keywords:
Teachingeducation and trainingeducation, continuinghealth professionals

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Area of Science:

  • Educational Psychology
  • Instructional Design

Background:

  • Teaching methods are often repeated due to time constraints and established practices.
  • Institutional context and student demographics significantly influence teaching design.
  • Existing pedagogical approaches may not always be optimal or adaptable.

Purpose of the Study:

  • To describe the Jigsaw teaching method.
  • To connect the Jigsaw method with established learning theories.
  • To illustrate the application of the Jigsaw method in professional learning.

Main Methods:

  • Description of the Jigsaw teaching technique.
  • Reference to relevant learning theories (e.g., constructivism, social interdependence theory).
  • Presentation of case examples in professional development settings.

Main Results:

  • The Jigsaw method offers a versatile alternative to routine teaching approaches.
  • Application in professional learning contexts demonstrates its adaptability.
  • The method encourages active student participation and collaboration.

Conclusions:

  • The Jigsaw method is a valuable pedagogical tool for diverse professional learning environments.
  • Integrating theoretical underpinnings enhances the understanding and application of teaching strategies.
  • Flexible teaching methods are essential to meet the needs of varied student demographics and institutional contexts.