Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

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
Long-term Potentiation01:35

Long-term Potentiation

55.0K
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.
55.0K
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

707
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...
707
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
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

186
Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
186
Working Memory01:24

Working Memory

149
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
149

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Calorie restriction modulates beta cell IP<sub>3</sub>R activity to regulate Ca<sup>2+</sup> homeostasis and cell network connectivity.

Cell calcium·2026
Same author

Peripheral targets for neuropathic pain.

British journal of pharmacology·2026
Same author

Presenilin-1 controls glycolysis and identity of pancreatic beta cells.

Communications biology·2026
Same author

Consensus and learning climate in temporary versus permanent teams in team-based learning.

Medical education online·2026
Same author

Pancreatic α-cells are functionally heterogeneous and sex-dependently regulated by neighboring endocrine cells.

Communications biology·2026
Same author

Effects of Arginine Vasopressin on Islet Cells in Pancreatic Tissue Slices: Glucose-Dependent Modulation of Alpha and Beta Cell Activity.

bioRxiv : the preprint server for biology·2026

Related Experiment Video

Updated: Jun 14, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

4.7K

Short-term cognitive learning outcomes in team-based learning: is the permanent team important?

Stefan Heber1, Michaela Wagner-Menghin2, Ivo Volf1

  • 1Center for Physiology and Pharmacology, Medical University of Vienna, Vienna, Austria.

Medical Education Online
|September 6, 2024
PubMed
Summary

Permanent teams in Team-based learning (TBL) did not significantly impact medical students' knowledge acquisition compared to temporary teams. Participation in TBL generally improved learning outcomes, suggesting team stability may be less critical than engagement.

Keywords:
Team-based learningcollaborative learninggroup compositiononline teachingtemporary team

More Related Videos

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

4.1K
Improved Preparation and Preservation of Hippocampal Mouse Slices for a Very Stable and Reproducible Recording of Long-term Potentiation
09:39

Improved Preparation and Preservation of Hippocampal Mouse Slices for a Very Stable and Reproducible Recording of Long-term Potentiation

Published on: June 26, 2013

26.9K

Related Experiment Videos

Last Updated: Jun 14, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

4.7K
Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

4.1K
Improved Preparation and Preservation of Hippocampal Mouse Slices for a Very Stable and Reproducible Recording of Long-term Potentiation
09:39

Improved Preparation and Preservation of Hippocampal Mouse Slices for a Very Stable and Reproducible Recording of Long-term Potentiation

Published on: June 26, 2013

26.9K

Area of Science:

  • Medical Education
  • Educational Psychology
  • Collaborative Learning

Background:

  • Team-based learning (TBL) often utilizes permanent teams, assuming familiarity enhances collaboration and learning.
  • Prior research has not rigorously tested the impact of team stability on performance outcomes in TBL.

Purpose of the Study:

  • To investigate whether permanent versus temporary teams affect learning outcomes in an online TBL course for medical students.
  • To assess the impact of team composition on domain knowledge acquisition.

Main Methods:

  • A randomized controlled trial was conducted in an online medical course.
  • Students were randomly assigned to either permanent or temporary teams for problem-solving activities.
  • Learning outcomes were measured using a domain knowledge test.

Main Results:

  • No significant difference in domain knowledge test scores was found between students in permanent and temporary TBL teams.
  • Participation in online TBL, regardless of team structure, improved domain knowledge test results.
  • Team familiarity appears less critical for cognitive learning than previously assumed.

Conclusions:

  • The stability of teams in TBL may be less crucial for cognitive learning outcomes than anticipated.
  • TBL participation itself is beneficial for knowledge acquisition.
  • Future research should explore how TBL can best prepare medical students for clinical reasoning in dynamic, changing teams.