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Related Concept Videos

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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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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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Theory of Attribution II: Kelley's Covariation Theory01:29

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Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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.
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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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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Does the tutors' academic background influence the learning objectives in problem-based learning?

Matthaeus C Grasl1, Karl Kremser2, Jan Breckwoldt3

  • 1Medical University of Vienna, Department of Otorhinolaryngology, Vienna, Austria.

GMS Journal for Medical Education
|April 10, 2020
PubMed
Summary
This summary is machine-generated.

Problem-based learning (PBL) tutors

Keywords:
additional learning objectivesintended learning objectivesnear-peer student tutorsproblem-based learningtutors` academic backgrounds

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Area of Science:

  • Medical Education
  • Pedagogy in Higher Education

Background:

  • Problem-based learning (PBL) is a core component of the Medical University of Vienna (MUV) curriculum.
  • Tutors are recruited from diverse academic backgrounds, including near-peer undergraduate students, to facilitate PBL sessions for up to 740 students annually.
  • The study investigates the impact of tutor academic background on the achievement of intended learning objectives (ILOs) in PBL.

Purpose of the Study:

  • To determine if a tutor's academic background influences the percentage of intended learning objectives (ILOs) achieved in Problem-based learning (PBL) sessions.
  • To compare the effectiveness of different tutor groups (MUV clinicians, MUV non-clinicians, external faculty, near-peer students) in facilitating PBL.
  • To inform potential improvements in tutor training and PBL facilitation strategies.

Main Methods:

  • Data on intended learning objectives (ILOs), tutor characteristics, and PBL group performance were collected from the MUV's PBL quality assurance system (2012-2014).
  • 216 PBL groups facilitated by 106 tutors with varied academic backgrounds were analyzed.
  • The percentage of achieved ILOs was calculated and compared across different tutor groups.

Main Results:

  • On average, 70.8% of intended learning objectives (ILOs) were achieved across all PBL groups.
  • Tutors from MUV (clinicians and non-clinicians) achieved higher percentages of ILOs (74.3% and 74.2%, respectively) compared to external faculty (68.6%) and near-peer students (64.7%).
  • Statistically significant differences were observed, with near-peer student-led groups achieving fewer ILOs than those led by MUV faculty tutors (p<.001).

Conclusions:

  • Intended learning objectives (ILOs) were generally achieved within a satisfactory range in PBL sessions.
  • Near-peer student tutors facilitated sessions where significantly fewer ILOs were met compared to MUV faculty tutors.
  • Findings suggest a need for potentially intensified tutor training for near-peer students and further research into student-led PBL group dynamics.