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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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The principle of virtual work states that if a body is in static and dynamic equilibrium, then the sum of all the virtual work done by all external forces and couple moments for any given virtual displacement must be zero.
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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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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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Pre-clerkship Teaching and Learning in the Virtual Learning Environment: Lessons Learned and Future Directions.

Justin L Sewell1, Mihir Joshi2, Cassandra Thanh2

  • 1Department of Medicine, Division of Gastroenterology, University of California San Francisco, San Francisco, CA USA.

Medical Science Educator
|November 28, 2022
PubMed
Summary
This summary is machine-generated.

Medical schools successfully adapted pre-clerkship curricula for virtual learning using learning theories. While students found virtual learning effective, technology access and isolation were challenges, though overall outcomes remained consistent.

Keywords:
Cognitive load theoryCurriculum developmentSociocultural learning theoryUndergraduate medical educationVirtual learning

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Area of Science:

  • Medical Education
  • Online Learning
  • Curriculum Development

Background:

  • The COVID-19 pandemic necessitated rapid adaptation of medical education.
  • Pre-clerkship curricula required transition to virtual learning environments.

Purpose of the Study:

  • To adapt a comprehensive pre-clerkship medical curriculum for virtual delivery.
  • To apply sociocultural learning theory and cognitive load theory in curriculum adaptation.

Main Methods:

  • Developed and implemented a theory-informed process for virtual curriculum adaptation.
  • Collected student feedback through surveys (124 respondents).

Main Results:

  • 45% of students rated virtual learning as very or extremely effective; 49% as moderately effective.
  • Positive feedback included chat moderators, pronoun display, active learning tech, and captioning.
  • Negative feedback cited technology access issues and feelings of isolation.

Conclusions:

  • Theory-informed adaptation enabled effective virtual pre-clerkship medical education.
  • While student perceptions varied, key learning outcomes and performance were maintained.
  • Addressing technology and community aspects is crucial for optimizing virtual medical education.