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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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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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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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Vygotsky's Cognitive Development in Cultural Context01:22

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Exploring cognitive apprenticeship and teaching practices in pharmacy education.

Lana M Minshew1, Daniel T Malone2, Jeff Cain3

  • 1The Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Clinical Sciences Department, MCW School of Pharmacy, Medical College of Wisconsin, Milwaukee, WI, USA.

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PubMed
Summary

This study explored the Cognitive Apprenticeship framework in didactic pharmacy education. Faculty utilized all four dimensions of Cognitive Apprenticeship to explicate expert thinking, enhancing student learning.

Keywords:
Cognitive apprenticeshipPharmacy educationQualitative researchTeaching practices

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Area of Science:

  • Health Professions Education
  • Pharmacy Education
  • Educational Psychology

Background:

  • Health professions schools are updating curricula for future healthcare demands.
  • Designing evidence-based teaching activities is challenging.
  • Cognitive Apprenticeship theory is effective but understudied in didactic settings.

Purpose of the Study:

  • To explore the Cognitive Apprenticeship framework in didactic health professions education.
  • To examine pharmacy faculty teaching practices for explicating expert thinking.

Main Methods:

  • Qualitative study using observational methods.
  • Focused on pharmacy faculty in didactic learning environments.
  • Analyzed teaching practices through the lens of Cognitive Apprenticeship.

Main Results:

  • Faculty demonstrated all four dimensions of Cognitive Apprenticeship: Content, Sequencing, Methods, and Sociology.
  • Observed complex, short, and spontaneous teaching practices.
  • These practices were used to promote student learning.

Conclusions:

  • The Cognitive Apprenticeship framework is applicable to didactic pharmacy education.
  • Faculty employ diverse strategies to model expert thinking.
  • Further research can refine instructional design in didactic settings.