- To differentiate between asthma and COPD.
- To identify acute kidney injury.
- To initiate immediate management for acute decompensated heart failure.
- To assess for deep vein thrombosis.
No category found.
- Gastric ulceration.
- Gallstone obstruction of the cystic duct.
- Auto-digestion of the pancreas by activated digestive enzymes.
- Acute appendicitis.
- Unstable angina due to partial coronary artery occlusion.
- Prinzmetal's angina due to coronary artery spasm.
- Myocardial infarction due to prolonged ischemia and myocardial cell necrosis.
- Pericarditis due to inflammation of the pericardium.
- It is specific, descriptive, and actionable.
- It is general and evaluative.
- It focuses on personality.
- It is delayed until the end of the course.
- Systematically design learning experiences to achieve specific outcomes.
- Randomly assign content.
- Focus solely on assessment.
- Avoid any structure.
- Knowledge.
- Comprehension.
- Application.
- Creation (Synthesis).
- Strict control over learners.
- Fostering a supportive environment where learners feel valued and can pursue self-growth.
- Focusing solely on observable behaviors.
- Using punishment to correct errors.
- Stimulus-response associations.
- Internal cognitive processes.
- Self-actualization.
- Social interaction.
- High motivation.
- Severe pain or fatigue.
- Strong family support.
- Readiness to learn.
- A change in the learner's behavior or understanding.
- Only the instructor's actions.
- The passive reception of information.
- A temporary state.
- Belief in their own ability to succeed at a task.
- Dependence on the instructor.
- Motivation by external rewards.
- Ability to memorize facts.
- Replaces direct human interaction.
- Supplements and enhances traditional teaching methods.
- Is used solely for entertainment.
- Is too complex for learners to use.
- Providing all details at once.
- Chunking information, prioritizing, and assessing comprehension frequently.
- Using complex medical terms.
- Relying solely on written materials.
- Passive listening.
- Spaced repetition and meaningful encoding.
- One-time exposure.
- Avoiding practice.
- Being timely and specific.
- Being vague and general.
- Being overly critical.
- Being delivered only at the end of the course.
- Recall facts.
- Explain concepts.
- Apply knowledge.
- Make judgments based on criteria and evidence.
- Effective communication for diverse learners.
- Over-simplification.
- Lack of professional jargon.
- Punitive measures.
- Develop competence, clinical judgment, and professional identity in students.
- Ensure students memorize all protocols.
- Focus only on individual skills.
- Avoid real patient interaction.
- Future likelihood of a behavior.
- Prior motivation of the learner.
- Instructor's teaching style.
- Duration of a lesson.
