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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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Cognitive Learning01:21

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

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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...
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Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
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Learner Preferences for Asynchronous Independent Learning Materials.

Timothy J Bauler1, Brian P Higgins2, Neal R Chamberlain3

  • 1Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI USA.

Medical Science Educator
|April 6, 2026
PubMed
Summary
This summary is machine-generated.

Medical students prefer institution-generated asynchronous independent learning materials (AILM) that are succinct and include practice questions. They favor AILM over lectures for simple topics, with equal preference for complex topics.

Keywords:
Asynchronous learningInstructor-guided independent learningLearner preferencesPreclinical medical education

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Learning Sciences

Background:

  • Asynchronous independent learning materials (AILM) form a large part of medical school curricula.
  • Learner perceptions and usage of AILM are not well understood, hindering effective curriculum design.

Purpose of the Study:

  • To investigate medical students' preferences for AILM formats and perceived efficacy.
  • To understand traits that make AILM effective or ineffective for preclinical medical education.

Main Methods:

  • A multi-institutional survey of medical students across diverse US medical schools.
  • Utilized a mixed-methods phenomenological approach to explore student experiences with AILM.

Main Results:

  • Students prefer AILM created by their own institution's faculty over curated resources.
  • Preferred AILM delivery is a few days before application, valuing succinctness and practice questions most.
  • AILM are preferred over lectures for simple topics; preference is equal for complex topics.

Conclusions:

  • Faculty-generated, succinct AILM with practice questions, delivered pre-application, are optimal.
  • Findings guide faculty in creating more effective AILM to meet learner needs in preclinical medical education.