- High motivation.
- Severe pain or fatigue.
- Strong family support.
- Readiness to learn.
No category found.
- 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.
- Dismiss them as irrelevant to medical care.
- Respectfully explore these beliefs and integrate them into the teaching plan if possible.
- Insist the patient conforms to Western medical practices.
- Delegate teaching to a family member without discussion.
- Instructor provides all answers.
- Students work independently on theoretical problems.
- Students work collaboratively to solve real-world problems through inquiry.
- Focus on memorization of facts.
- Only theoretical knowledge.
- A safe, controlled environment for realistic practice.
- Minimal learning opportunities.
- A highly stressful environment.
- External rewards only.
- The internal drive that propels a learner towards a goal.
- Instructor's charisma.
- The amount of information presented.
- Grade student performance at the end of a unit.
- Provide ongoing feedback to guide and improve learning during a course.
- Compare students to a norm group.
- Determine course completion.
- Creating a supportive and stimulating learning environment.
- Focusing solely on student deficits.
- Avoiding student input.
- Relying on lecture-based teaching only.
- A blank slate.
- A series of conditioned responses.
- An active, self-directed individual striving for personal growth.
- A complex information processor.
- Lack of teaching resources.
- Information overload and insufficient opportunities for meaningful practice and application.
- Student boredom.
- Instructor inadequacy.
