- Rewards and punishments.
- Problem-solving, critical thinking, and schema development.
- Unconditional positive regard.
- Direct instruction and repetition.
No category found.
- Rote memory skills.
- Application of theory to practice and problem-solving.
- Passive learning habits.
- Isolated factual knowledge.
- Forced to engage.
- Physically, emotionally, and cognitively prepared.
- Uninterested.
- Distracted by other tasks.
- High stress and anxiety.
- Psychological safety, mutual respect, and intellectual challenge.
- Rigid adherence to tradition.
- Lack of clear expectations.
- Specific examples of behavior.
- General, judgmental statements about the student's character.
- Opportunities for student reflection.
- Suggestions for improvement.
- Internal cognitive processes.
- Observable behaviors and their environmental consequences.
- Self-actualization.
- Unconscious motivations.
- Formative evaluation.
- Diagnostic evaluation.
- Programmatic evaluation.
- Self-evaluation.
- Fails to apply classroom knowledge in clinicals.
- Successfully uses skills learned in the simulation lab during a real clinical shift.
- Only remembers facts for an exam.
- Learns new information but cannot explain it.
- Adults learn best through punishment.
- Adults are dependent learners.
- Adults are motivated when learning is relevant and problem-centered.
- Adults prefer abstract concepts over practical application.
- Students remain passive.
- Students are actively involved in the learning process, leading to deeper understanding.
- The instructor does all the work.
- Information is quickly forgotten.
- Student confusion.
- Student focus and understanding of expected learning outcomes.
- Instructor's convenience.
- Passive learning.
- It is a one-time event.
- It is primarily passive.
- It results in a relatively permanent change in capability or understanding.
- It cannot be influenced by the environment.
- Memorizing facts from textbooks.
- Presenting complex clinical problems and requiring independent problem-solving.
- Providing pre-determined answers for all scenarios.
- Limiting access to information.
- Replace direct patient contact.
- Enhance accessibility, interactivity, and realism of learning experiences.
- Make learning more difficult.
- Discourage student collaboration.
- Forgotten if ignored.
- Strengthened if followed by a reward.
- Weakened if rewarded.
- Unaffected by consequences.
- Assign blame.
- Facilitate reflection, analysis of actions, and learning from experience.
- Avoid discussing errors.
- Determine who will be expelled.
- Develop autonomous, lifelong learners who can manage their own professional development.
- Reduce the need for instructors.
- Limit access to learning resources.
- Foster dependence on others.
- Multiple-choice questions.
- Skill checklists.
- Observation of attitudes, values, and professional behaviors.
- Calculation problems.
- Norm-referenced.
- Criterion-referenced.
- Diagnostic.
- Formative.
