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Related Concept Videos

Purposive Learning01:22

Purposive Learning

106
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...
106
Metacognition01:26

Metacognition

146
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...
146
Cognitive Learning01:21

Cognitive Learning

233
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...
233
Creative Thinking01:25

Creative Thinking

805
Creative thinking encompasses innovative and unconventional methods for addressing challenges, often leading to groundbreaking solutions. Instead of focusing solely on enhancing existing systems, such as increasing smartphone battery capacity, creative thinking might inspire advancements like energy-efficient batteries or processors that minimize power consumption. This multidimensional approach underscores the importance of exploring novel pathways to innovation.
Divergent thinking is the...
805
Three Developmental Domains01:29

Three Developmental Domains

113
Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
Physical Development
Physical processes, also known as maturation, encompass the biological changes that occur across an individual's life. These changes begin with genetic inheritance and continue through various stages, including growth in height and...
113
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

28
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Reimagining faculty development: A paradigm shift from content to transformative learning processes.

Balakrishnan Kichu R Nair1, Jane Bleasel1, Felista Mwangi1

  • 1School of Medicine and Public Health, University of Newcastle, Newcastle, Australia.

Medical Teacher
|August 18, 2024
PubMed
Summary
This summary is machine-generated.

Faculty development programs can foster transformative learning in health professions education. This study shows how clinical educators evolve their teaching through reflective practices, leading to continuous professional growth.

Keywords:
Health professional educationeducatorsevidence-based teachingfaculty developmenttransformative learning

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Area of Science:

  • Health professional education
  • Medical education
  • Faculty development

Background:

  • Traditional faculty development often focuses on theory, but its impact on practice change is questioned.
  • There's a need to better understand and support educators' continuous learning and professional growth.

Purpose of the Study:

  • To explore the experiences and professional development of clinical educators within a faculty development course.
  • To enhance understanding and support for ongoing educator learning using a transformative learning framework.

Main Methods:

  • Qualitative research employing Mezirow's transformative learning theory.
  • Analysis of reflective pieces from 144 clinical educator participants.

Main Results:

  • Identified shifts in pedagogical approaches from haphazard to intentional, evidence-based methods.
  • Thematic analysis revealed stages of transformative learning, including commitment to structured teaching and self-directed learning.

Conclusions:

  • Faculty development programs can effectively stimulate reflective practices and transformative learning.
  • Transformative learning is central to sustainable and impactful professional growth for health educators.