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相关概念视频

Problem-Solving01:29

Problem-Solving

249
Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
249
Cognitive Learning01:21

Cognitive Learning

589
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...
589
Critical Thinking II01:25

Critical Thinking II

3.3K
Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
3.3K
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

1.5K
Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
1.5K
Patient-centered Care01:13

Patient-centered Care

2.3K
Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
2.3K
Method of Sections: Problem Solving I01:27

Method of Sections: Problem Solving I

705
Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.
705

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相关实验视频

Updated: Sep 17, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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解决问题的脚手架使用金发帮助客观结构化的临床检查.

Shaun W H Lee1, Angelina Lim2, Li Ling Yeap1

  • 1Monash University Malaysia, School of Pharmacy, Subang Jaya, Malaysia.

American journal of pharmaceutical education
|June 28, 2025
PubMed
概括

学生药剂师在客观结构化临床检查 (OSCEs) 期间的解决问题与金头发的帮助模型保持一致. 低绩效者需要有结构的指导来提高分析和规划技能.

科学领域:

  • 药房 教育 教育 药房 教育
  • 医疗模拟 医疗模拟
  • 认知科学 认知科学

背景情况:

  • 客观结构化临床检查 (OSCE) 为学生带来了挑战,因为时间压力和焦虑.
  • 算法和支架方法可以通过将复杂的过程细分成可管理的步骤来帮助解决问题.

研究的目的:

  • 调查学生药剂师在欧安组织问题解决过程中使用的元认知过程.
  • 评估金发的帮助模型对欧安组织学生表现的适用性.

主要方法:

  • 分析了来自马来西亚和澳大利亚机构的60个评估数据点,按学生绩效级别 (高,中,低) 分类.
  • 学生反思的内容和主题分析,围绕金的帮助模型步骤进行结构化.

主要成果:

  • 所有的表现水平最初集中在患者病史和药物上.
  • 高和中等表现者有效地利用了安全检查和决策的资源;表现较差的人在应用知识方面存在差距,特别是与药物相关的问题.
  • 根据知识水平,观察到优先考虑步骤和分析/规划干预措施的差异.

结论:

  • 在欧安组织期间,学生药剂师的解决问题自然会遵循5个金头发的帮助步骤.
关键词:
卫生教育健康教育超认知 (Metacognition) 是一种表认知.目标 结构化临床检查学生的表现 学生的表现

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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

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相关实验视频

Last Updated: Sep 17, 2025

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

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  • 表现较差的学生在"分析"步骤中扎,在"计划"上花费了过多的时间.
  • 黄金的帮助模式可以指导教育工作者在支持有困难的学生,以系统地解决问题和专业知识的发展.