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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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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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Cross-Sectional Research01:50

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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Surveys02:16

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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The Student Navigator Project (SNaP): Preparing Students Through Longitudinal Learning.

Reem Hasan1, Rachel Caron2, Hannah Kim2

  • 1Departments of Internal Medicine and Pediatrics, Oregon Health & Science University, 3181 SW Sam Jackson Park Rd, Portland, OR 97239 USA.

Medical Science Educator
|September 20, 2021
PubMed
Summary
This summary is machine-generated.

The Student Navigator Project (SNaP) immerses pre-clinical medical students in health systems science (HSS) through longitudinal patient engagement. This innovative approach fosters early systems-based practice skills and patient advocacy, enhancing medical education.

Keywords:
Health systems sciencePre-clinical integrationSituated active learning

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Area of Science:

  • Medical Education
  • Health Systems Science
  • Pre-clinical Training

Background:

  • Traditional medical education prioritizes basic sciences.
  • There is a growing emphasis on integrating health systems science (HSS) into early medical curricula.
  • Overcrowded curricula present a challenge to incorporating new educational components.

Purpose of the Study:

  • To describe the Student Navigator Project (SNaP), an innovative pre-clinical medical education program.
  • To highlight how SNaP integrates students into health systems science and patient-centered care.
  • To report on the initial outcomes and future directions of the SNaP program.

Main Methods:

  • Students engage longitudinally with medically and socially complex patients in a pre-clinical setting.
  • Learners assume roles in patient navigation, advocacy, and coaching.
  • Students also function as medical assistants, participate in quality improvement projects, and engage in evidence-based medicine activities.

Main Results:

  • Students gain firsthand experience in health systems science and systems-based practice.
  • The program facilitates meaningful contributions to patient care.
  • Preliminary data indicate high student satisfaction and knowledge acquisition in program focus areas.

Conclusions:

  • The Student Navigator Project (SNaP) effectively introduces early medical learners to health systems science.
  • Ongoing program modifications aim to enhance curriculum and facilitate dissemination in various clinical settings.
  • Future research will evaluate longer-term impacts on residency preparation and career trajectories.