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Related Concept Videos

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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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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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.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Long-term Potentiation01:35

Long-term Potentiation

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Associative Learning01:27

Associative Learning

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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LecturePlus: a learner-centered teaching method to promote deep learning.

Muhammad Jawad Hashim1, Romona Govender1, Nadirah Ghenimi1

  • 1Department of Family Medicine, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates.

Advances in Physiology Education
|February 9, 2023
PubMed
Summary
This summary is machine-generated.

A new medical education format, LecturePlus, combines lectures with small-group problem-solving. This strategy improved knowledge application and student satisfaction, particularly for female students.

Keywords:
instructional strategylearner-centered approachmedical educationteaching methods

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Area of Science:

  • Medical Education
  • Pedagogy
  • Health Professions Education

Background:

  • Traditional lectures may not foster deep learning or knowledge application.
  • Innovative teaching methods are needed to enhance medical student engagement and outcomes.

Purpose of the Study:

  • To assess the effectiveness of a new teaching format, LecturePlus, in medical education.
  • To evaluate the impact of LecturePlus on knowledge application and learning outcomes.

Main Methods:

  • An interventional study involving final-year medical students.
  • LecturePlus integrated a brief lecture with small-group, case-based problem-solving exercises.
  • Learning outcomes were measured using National Board of Medical Examiners (NBME) subject scores and a pre/post clerkship multiple-choice question (MCQ) test.

Main Results:

  • The MCQ test demonstrated significant improvement in knowledge application (P < 0.001).
  • Female students showed a statistically significant improvement in adjusted NBME scores (P = 0.017).
  • High overall satisfaction was reported by 95% of students via an anonymous survey.

Conclusions:

  • LecturePlus is an effective instructional strategy that integrates didactic teaching with problem-solving activities.
  • This format promotes knowledge application and can be scaled for large class sizes.
  • LecturePlus was highly rated by medical students, indicating its potential as a valuable teaching tool.