- The content is abstract.
- The content is perceived as useful and directly applicable to their lives.
- The content is very easy.
- The content is only theoretical.
Author: ETEA MCQS.COM
No category found.
- Provide all information at once.
- Prioritize essential information and present it in small, manageable chunks.
- Use complex medical terminology.
- Avoid asking questions.
- External locus of control.
- Metacognition and self-assessment.
- Reliance on instructor feedback only.
- Passive learning.
- Criticize errors.
- Provide information that helps the learner adjust and improve their performance.
- Compare students to each other.
- Determine a final grade.
- Behaviorism.
- Experiential learning.
- Humanism.
- Psychoanalysis.
- Facilitating meaningful learning and skill development in students.
- Covering all textbook content.
- Ensuring all students get the same grade.
- Being the sole source of information.
- Short-term memory.
- Long-term memory and recall.
- Immediate gratification.
- Passive listening.
- Rote memory.
- Emotional engagement and ability to contextualize information.
- Desire for abstract theories.
- Need for strict rules.
- Summative.
- Diagnostic.
- Formative.
- Norm-referenced.
- Follow orders without questioning.
- Make informed, reasoned judgments in complex patient situations.
- Memorize all medical facts.
- Avoid making any mistakes.
- Subjectivity and bias.
- Clarity of expectations and consistency in evaluation.
- More work for instructors.
- Faster grading without criteria.
- Dismiss prior experience as irrelevant.
- Integrate learners' experiences into discussions and problem-solving.
- Test prior experience excessively.
- Only rely on textbook information.
- Replace all clinical hours.
- Provide a safe environment for high-risk skill practice and critical decision-making.
- Reduce the need for experienced faculty.
- Isolate students from teamwork.
- The process of delivering information.
- A relatively permanent change in behavior or knowledge resulting from experience.
- The act of teaching.
- The accumulation of facts without understanding.
- Confuse students.
- Clearly define what students should be able to know, do, or value after instruction.
- Only outline instructor activities.
- Serve as a flexible guide with no clear goals.
- Passive learning.
- Experiential learning.
- Rote memorization.
- Unconscious learning.
- Use only one preferred method.
- Vary teaching strategies to cater to diverse preferences.
- Ignore student preferences.
- Focus solely on auditory learners.
- Covers more content in less time.
- Encourages deeper learning, critical thinking, and self-directed inquiry.
- Is less demanding on instructors.
- Requires less student effort.
