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Related Concept Videos

Observational Learning01:12

Observational Learning

111
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...
111
Steps in the Modeling Process01:14

Steps in the Modeling Process

155
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
155
Purposive Learning01:22

Purposive Learning

95
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...
95
Modeling in Therapy01:26

Modeling in Therapy

38
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
38
The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

The Sense of Self: Reflected Self-Appraisal and Social Comparison

49.5K
According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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Cognitive Learning01:21

Cognitive Learning

114
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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Related Experiment Video

Updated: May 20, 2025

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Pearls of Wisdom from Teaching Rounds: Reconceptualizing "See One, Do One" as Social Learning.

Jessica R Newman1, Dorothy Hughes2

  • 1Division of Infectious Diseases, Department of Internal Medicine, University of Kansas Medical Center, 3901 Rainbow Blvd. Mailstop 1028, Kansas City, KS 66160 USA.

Medical Science Educator
|March 27, 2025
PubMed
Summary
This summary is machine-generated.

Medical students identified key faculty traits that foster positive learning environments during clinical teaching. These include strong communication, mentorship, and creating engaging, goal-oriented experiences for developing physicians.

Keywords:
Faculty traitsSocial learningTeaching rounds

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Area of Science:

  • Medical Education
  • Clinical Teaching
  • Physician Development

Background:

  • Experiential education is crucial for medical training.
  • Faculty on teaching rounds assess knowledge and reasoning, model care, and communication.
  • This study identified faculty traits that create positive learning environments.

Purpose of the Study:

  • To describe observed faculty traits that contribute to favorable clinical learning environments.
  • To identify characteristics of effective clinical educators from a student perspective.

Main Methods:

  • Qualitative, descriptive study using reflective essays from medical students (M4s).
  • Students provided "pearls of wisdom" on teaching and learning during an Internal Medicine elective.
  • Thematic analysis of 238 student reflections identified key faculty attributes.

Main Results:

  • Three primary themes emerged: Attributes, Autonomy, and Achieving Engagement.
  • Faculty traits conducive to learning included clear expectations, goal setting, and engagement.
  • Students valued humor, humility, listening skills, and mentorship from faculty.

Conclusions:

  • Positive faculty behaviors transform the educational experience for new physicians.
  • Refining faculty development in these areas can enhance clinical learning environments.
  • Effective teaching involves clear expectations, mentorship, and fostering student engagement.