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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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认知负载对手术内学习的影响 - 在基于模拟的环境中进行的一项随机试验.

Mohammed F Shaheen1, Abdulrahman Alhabeeb2, Fareeda Mukhtar3

  • 1College of Medicine, King Abdullah International Medical Research Center, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; Hepatobiliary Sciences Department and Organ Transplant Center, King Abdulaziz Medical City, Ministry of the National Guard Health Affairs, Riyadh, Saudi Arabia.

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概括
此摘要是机器生成的。

模拟杂的手术室 (OR) 增加了认知负载 (CL),并在胸腔管插入训练期间损害了手术学员的知识获取. 管理CL对于有效的外科教育至关重要.

关键词:
认知负载的认知负载教育教育教育教育的教育.在手术内进行手术内教学.学习学习学习学习学习学习手术 手术 手术 手术 手术 手术 手术

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科学领域:

  • 医学教育 医学教育
  • 进行外科手术培训.
  • 认知心理学 认知心理学

背景情况:

  • 手术室 (OR) 的分心增加了外科实习生的认知负载 (CL),可能阻碍学习.
  • 在高压力OR环境中进行手术内教学的对CL和知识获取的影响尚不清楚.

研究的目的:

  • 为了研究一个杂的OR模拟对认知负载和知识的获取在手术学员在胸腔管插入手术过程中的效果.
  • 为了比较在低压力与杂的OR模拟环境中的学员之间的学习成果.

主要方法:

  • 一项随机对照试验涉及61名医学学生,分为对照组 (低压力模拟) 和实验组 (噪音OR模拟).
  • 使用主观尺度 (m-MCLS) 和客观方法 (心率,触觉反应任务) 测量认知负载.
  • 通过模拟后的测试成绩来评估知识的获取.

主要成果:

  • 杂的OR模拟组 (EG) 经历了显著更高的外部认知负载 (p < 0.001).
  • 客观测量显示,EG的注意力缺陷更多 (跳过的TRT响应:19%与5.3%,p < 0.001).
  • 在EG中,知识获取受损,测试成绩较低 (57.4%对67.5%,p = 0.02).

结论:

  • 现实的,杂的OR模拟加剧了认知负载,并对外科学员的知识获取产生了负面影响.
  • 建议将认知负载管理策略整合到外科培训课程中,以提高绩效.
  • 需要进一步的研究来确定最佳的模拟现实性和干预措施,以减轻负面的学习影响.