- Provide pre-defined answers to complex scenarios.
- Engage students in analyzing real-world clinical problems and developing solutions.
- Focus solely on theoretical knowledge.
- Reduce the need for critical thinking.
Category: Teaching Learning Principles & Practice
- Rote memorization of facts.
- Deep processing and meaningful connection to prior knowledge.
- Passive listening to lectures.
- Avoiding practice.
- Memorization.
- Passive learning.
- Self-assessment and critical thinking.
- Group conformity.
- Are passive recipients of information.
- Are directly involved in the learning process through doing, discussing, or problem-solving.
- Only learn through observation.
- Do not need to ask questions.
- Summative assessment.
- Formative feedback.
- Diagnostic evaluation.
- Norm-referenced evaluation.
- Learning styles.
- Cognitive complexity.
- Teaching strategies.
- Student motivation.
- Ignore them and proceed with teaching.
- Confront them directly and tell them they are wrong.
- Listen to their beliefs, acknowledge them, and then provide accurate information gently.
- Delay teaching until misconceptions disappear.
- Only highly specialized medical terms.
- A patient-centered approach, tailoring information to individual needs.
- A one-size-fits-all approach.
- Only written materials.
- Primarily grade student performance.
- Serve as an experienced role model and guide for a student.
- Deliver didactic lectures only.
- Observe from a distance without intervention.
- Knowledge and comprehension.
- Physical skills and coordination.
- Attitudes, values, and emotional responses.
- Problem-solving abilities.
- Humanism.
- Cognitivism.
- Behaviorism.
- Constructivism.
- Readiness.
- Retention.
- Transfer of learning.
- Motivation.
- Provide all answers.
- Monitor and grade every step.
- Facilitate access to resources and provide guidance when needed.
- Ignore student progress.
- Giving them a lengthy, complex handout.
- Verbally explaining all medications without visual aids.
- Using simple language, large print, and asking for return demonstration.
- Assuming the patient can read and understand any material.
- High motivation.
- Cognitive impairment from pain or medication.
- Readiness to learn new information.
- Active participation.
- Providing minimal support to learners.
- Gradually reducing support as the learner gains competence.
- Giving all answers to students.
- Focusing only on theoretical knowledge.
- Summative assessment.
- Punitive action.
- Formative feedback and reflective learning.
- Diagnostic testing.
- Rote memorization.
- Reflexive action.
- Critical thinking and clinical judgment.
- Dependency on the preceptor.
