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Related Concept Videos

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.
Tolman introduced the idea that behavior is influenced by...
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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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Metacognition01:26

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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...
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Chunking01:12

Chunking

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Chunking is a powerful cognitive technique that improves short-term memory retention by organizing information into smaller, more manageable units. The brain, limited by working memory capacity, can more easily process and store information when it is divided into "chunks" rather than presented as discrete, unrelated elements. Chunking is especially useful when dealing with large amounts of information, such as numerical sequences, words, or complex ideas.
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Introduction to Learning01:18

Introduction to 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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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Microlearning to improve CPD learning objectives.

Helena Prior Filipe1,2,3, Morag Paton4, Jane Tipping4

  • 1Department of Surgery (Ophthalmology), Hospital of the Armed Forces/PL-EMGFA, Lisbon, Portugal.

The Clinical Teacher
|July 30, 2020
PubMed
Summary
This summary is machine-generated.

Clinical educators can improve their learning objectives through a microlearning experience (MLE). This online training format provided useful instruction for Portuguese ophthalmologists, enhancing their educational practice.

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Area of Science:

  • Medical Education
  • Ophthalmology

Background:

  • Clinical educators in continuing professional development (CPD) often lack formal medical education training.
  • Developing effective learning objectives is crucial but frequently unaddressed in CPD training.
  • Microlearning offers accessible, focused online learning for professionals.

Purpose of the Study:

  • To evaluate the effectiveness of a microlearning experience (MLE) in improving the quality of learning objectives for Portuguese ophthalmologist educators.
  • To assess the perceived usefulness and applicability of the MLE among clinical educators.

Main Methods:

  • Phase 1: 25 clinical educators viewed an MLE on learning objectives, wrote objectives, classified them using Bloom's taxonomy, and completed a survey.
  • Phase 2: 86 clinical educators viewed the MLE and completed a feedback survey.
  • Participant feedback and objective classification were analyzed.

Main Results:

  • In Phase 1, participants found the MLE useful and intended to apply the principles.
  • In Phase 2, all surveyed educators found the MLE clear and useful, with 87% intending to use the information.
  • Participants' learning objectives were categorized high on Bloom's taxonomy after the MLE.

Conclusions:

  • The microlearning experience was perceived as clear and useful by clinical educators.
  • Further research is needed to quantify the impact of microlearning interventions on clinical educators' teaching practices.