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Related Concept Videos

Purposive Learning01:22

Purposive Learning

175
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.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Metacognition01:26

Metacognition

248
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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Learning How to Learn: An Innovative Medical School Orientation Activity.

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Creighton University School of Medicine developed an active learning curriculum using case-based learning (CBL) and team-based learning (TBL). This novel approach improved medical students' understanding of active learning, imposter syndrome, and peer evaluation.

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Active Learning Strategies

Background:

  • Creighton University School of Medicine transitioned to an active learning model using case-based learning (CBL) and team-based learning (TBL).
  • Initial implementation faced challenges with student assimilation of new pedagogic approaches.
  • A more effective, engaging introduction to the curriculum was needed.

Purpose of the Study:

  • To design and implement a novel, active learning-based introduction to the medical school curriculum.
  • To address affective responses to medical education stressors within the curriculum.
  • To enhance student understanding of active learning principles and associated challenges.

Main Methods:

  • Developed a 2-hour, small-group case-based learning (CBL) activity using a fictional narrative.
  • Integrated the CBL activity into the 2022 new student orientation, followed by a team-based learning (TBL) session.
  • 230 first-year medical students participated in the CBL-TBL program.

Main Results:

  • Students demonstrated a fundamental understanding of active learning attributes.
  • Participants gained insight into the features of imposter syndrome and its relation to academic stress.
  • The activity successfully introduced concepts of Stanford duck syndrome and peer evaluation.

Conclusions:

  • The novel CBL-TBL orientation activity is to be permanently incorporated into the curriculum.
  • Future evaluations will assess the impact on professional identity, institutional affiliation, and motivation.
  • The program aims to foster a supportive and effective learning environment for medical students.