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Related Concept Videos

Purposive Learning01:22

Purposive Learning

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 bonus...
Modeling in Therapy01:26

Modeling in Therapy

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 situations...
Cognitive Learning01:21

Cognitive Learning

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 Videos

Designing a context-sensitive faculty development architecture for simulation facilitators: lessons from a

Daniel Gonçalves Campos1,2, Juliany Lino Gomes Silva3, Fernanda Magalhães Arantes-Costa4

  • 1School of Nursing, University of Campinas, Campinas, São Paulo, Brazil. dangcampos@gmail.com.

Advances in Simulation (London, England)
|July 16, 2026
PubMed
Summary

This study presents a hybrid faculty development program for simulation facilitators in resource-limited settings. The approach balances rigorous training with practical implementation, offering a feasible model for enhancing simulation capacity.

Keywords:
Clinical SimulationFaculty developmentHealth EducationHealth professions educationImplementationSimulation-based education

Related Experiment Videos

Area of Science:

  • Medical Education
  • Health Professions Simulation
  • Faculty Development

Background:

  • Simulation-based education is crucial for health professions training.
  • Faculty development is key to simulation quality but faces resource and workload challenges.
  • Limited accounts exist on implementing faculty development within institutional constraints.

Purpose of the Study:

  • To describe the design, implementation, and analysis of a hybrid faculty development architecture for simulation facilitators.
  • To address challenges in resource-constrained environments.
  • To identify transferable insights for expanding simulation capacity.

Main Methods:

  • A hybrid architecture combining asynchronous, synchronous, and in-person learning was developed.
  • Experiential learning theory, adult learning principles, and implementation science informed the design.
  • A six-month support component and integration with existing digital platforms were included.

Main Results:

  • The program demonstrated feasibility and high participant acceptability.
  • The experiential phase was stable and met faculty needs.
  • Limited mentorship uptake highlighted challenges in sustaining engagement due to competing demands.

Conclusions:

  • Simulation faculty development can balance pedagogical rigor and contextual feasibility.
  • An implementation-oriented approach supports faculty in resource-constrained settings.
  • Foundational training, flexible reinforcement, and institutional integration are key for expanding simulation capacity.