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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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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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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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Interdisciplinary Care: The Health Care Team-I01:21

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
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Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Interdisciplinary Care: The Health Care Team-II01:18

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
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When "Immersive" Learning Goes Remote: Interdisciplinary Lessons Learned in a Pandemic.

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    The Bridging the Gaps (BTG)-Pittsburgh program successfully adapted its community-engaged internship to remote learning during the COVID-19 pandemic. Key adjustments included a trauma-informed approach and enhanced support, offering valuable lessons for future crisis preparedness.

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    Area of Science:

    • Health professions education
    • Community engagement
    • Public health training

    Background:

    • COVID-19 pandemic necessitated rapid shifts in health professional training.
    • In-person student training opportunities were moved to remote settings.

    Purpose of the Study:

    • To share lessons learned from adapting the Bridging the Gaps (BTG)-Pittsburgh community-engaged internship program.
    • To provide insights for future crisis situations impacting educational programs.

    Main Methods:

    • The BTG-Pittsburgh program pairs interdisciplinary graduate students with community organizations serving marginalized populations.
    • Students receive training on critical public health topics, including poverty, health literacy, and trauma-informed care.
    • During the pandemic, the program pivoted to remote engagement, adopting a trauma-informed approach, developing remote mentoring, and increasing support.

    Main Results:

    • The program successfully transitioned to remote engagement while responding to increased community needs.
    • Adjustments ensured responsiveness to both student and community partner needs during the crisis.

    Conclusions:

    • Program success was attributed to reciprocal benefits, robust support, flexibility, and established relationships.
    • University adoption of remote technology and school commitment facilitated collaboration.
    • Lessons learned can guide future community-partnered experiential learning programs incorporating remote components.