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Related Concept Videos

Purposive Learning01:22

Purposive Learning

247
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...
247
Modeling in Therapy01:26

Modeling in Therapy

178
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
178
Introduction to Learning01:18

Introduction to Learning

624
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.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
624
Cognitive Learning01:21

Cognitive Learning

718
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...
718
Observational Learning01:12

Observational Learning

405
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...
405
Elaborative Rehearsals01:07

Elaborative Rehearsals

151
Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
151

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Related Experiment Video

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Flipping Out! Utilizing an Online Micro-lecture for Asynchronous Learning Within the Acting Internship.

Adam M Garber1

  • 1Department of Internal Medicine, Virginia Commonwealth University, 1200 East Broad Street, Richmond, VA USA.

Medical Science Educator
|August 30, 2021
PubMed
Summary

Fourth-year medical students engaged with a new acting (Sub)internship curriculum using online micro-lectures and case-based questions. This innovative approach proved highly effective, with most students preferring it over traditional methods.

Keywords:
Acting internshipAsynchronous learningFlipped classroomMicro-lecture

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Asynchronous Learning

Background:

  • The acting (Sub)internship is crucial for fourth-year medical students' clinical experience.
  • Developing effective curricula without reducing clinical time presents a significant challenge.

Purpose of the Study:

  • To evaluate a novel flipped classroom, asynchronous learning curriculum for the acting (Sub)internship.
  • To assess student engagement and preferences for online micro-lectures and case-based questions.

Main Methods:

  • Implemented a flipped classroom model utilizing short online videos (micro-lectures) for key concepts.
  • Paired micro-lectures with online case-based questions for reinforcement and assessment.
  • Delivered the curriculum asynchronously to accommodate clinical schedules.

Main Results:

  • High completion rate: 96% (64/67) of internal medicine acting (Sub)internship students completed the online questions.
  • Students predominantly selected the single best response for the case-based questions.
  • The majority of students expressed a preference for the online micro-lecture format over traditional teaching methods.

Conclusions:

  • The asynchronous, micro-lecture-based curriculum is an effective and well-received educational strategy for the acting (Sub)internship.
  • This model successfully balances essential clinical experience with structured learning.
  • Student preference suggests a positive reception to technology-enhanced medical education.