ASSIGNMENT 1

Submitted by: Muhammad Moeed Haidar Naqvi (CHPE BATCH-6)

Assignment Task:

Explain 3 educational theories which you think are the most important in medical education.

Assignment format:

Please answer under the following headings

1. Concept of the theory

2. Description of the theory
3. Practical application of the theory in class room
4. Limitation of the theory

Word count should not exceed more than 2000 words. You can describe each theory in 600-700
words.

Please provide references

Assignment should be submitted on the template provided

Behaviorism

Introduction
 The assumptions of behaviourism are drived from the work of scientists, like Pavlov,

Thorndike, Watson and Skinner. They all stressed on the notion that learning can be interpreted

as conditioning and is the consequence of a conditioned stimulus. Skinner extended the concept

and added operant conditioning and its application in the form of positive and negative

reinforcements. Animals were used for experiments. These experiments put alot of influence on

education and these are still be used in wide variety of settings. Behaviourism is among the

educational theories which are being established from a long time. Moreover behaviorism is used

widely in education and medical education (Mann, 2011).

Description of Behaviorism

The key learning principles of the behaviourists’ conceptualization are, that learning should

be branched into small steps, by the help of task analysis, use of reinforcements help in

attributing the behaviour, reinforcements can be either positive or negative, there should be

immediate feedback and that quality in behaviour is indispensable. Consequently, the principle

objective of behaviourism is shaping people who precede the structure of the ascendant cultural

theorisation. The application of Behaviourism’can be seen in substantive skill teaching in

medical education (Barelli & Scapigliatti, 2010).

Implication

The application of behaviorist approach can be seen in different domains of medical education

1. Behavioristic approach is applicable in making learning objectives or designing curiculum

that is based on competencies. Specificity of behavioral objectives helps the student to

indicate exactly what behavior will be learned, the conditions in which it will be performed,

and its evaluation criteria. The portrayal of learning objectives in this manner, the teacher
 will be able to clearly describe the expected level of competency for each element of the

curriculum.

2. Further, the behaviorism in medical education is mostly used to develop and evaluate the

clinical skills instruction and simulated cases. The approach of behaviorism is teacher

centered. This means that the role of teacher is controlling the environment, designing

stimuli in the environment, and identification of the suitable reward system to enhance the

behaviors of intrest and minimize the undesired behaviors or responses

Criticism on behaviorism

Though behaviorism ruled the feild of education for longest duration of time, yet

behaviorism can be criticisized as an excessively deterministic aspect of human behavior by

disregarding the improtance of the internal psychological and mental processes;it simplifies the

complexness of human behavior to a large extent.Another criticism on this approach is that it is

not able to expalin the learning or modification in behavior that takes place in the without the

environmental input;like the events that provocate the existence of an intrinsic mental or

psychological phenomena.

The relationship between stimulus and response cannot be explained in simplified, direct,

cause and effect relationship. There are many other elements that will be involved in fostering

the response. The basis of actions is on purpose, and it is ascertained by the individual’s mind.

Therefore, it is necessary to include both external actions of body and internal life of mind to get

a comprehensive understanding of human behavioral processes

Cognitivism

The behvioristic revolution was superseded by cognitive approach in the 1960s as the

dominating perspective. The focal point of Cognitivismis is on the internal mental processes.

This can be related to opening the “black Box” Of the human mind. Hence it is important and

essential for a comprehensive understading of human learning process.there is a need to look into

the mental processes including thinking, memory, knowing, and problem-solving. Knowledge is

viewed as schema Or symbolic mental constructions. Learning is explained as a Modification in

a learner’s schemata (Bransford, Sherwood, Rieser, 1986)

Description

Cognitivism mainly stressed upon that individuald cannot be seen as programmed animals,

who only react to stimuli in the environment ; people are logical organisms who necessitate

progressive engagement for learning, and there actions are a outcome of there thought process.

Alteration in behavior are determined, but exclusively as an indicant of what is happening in the

mind of learner.in cognitivism mind is viewed as computer. This means that the information

comes in, it is processed, and definite conclusions are made. It indicates the important role the

mind plays as it pertains various conceptualizations and not much simple important dimensions.

Learning is made effective by attributes as thinking, memory, motivation etc . The sequence of

steps in an individual’s learning is represented through information processing after having

content from the sensory-motor system processes, encoding and committing to working and long

term memory.

Still, this simplified arrangement of activities would not expressly justify the diiferent forms

of results observed in the learner by giving the same stimulus. Majority of these variations could
be the result of varied form of learning, peculiarly when there is an involvement of more

knowledgeable or mature learner. This indicates those traits clearly that the learner experience

especially in higher order learning and problem solving.

Implication of cognitivism

In medical education cognitive aproaches are applicable in different areas of teaching and

assessment

1. The problem solving stretagies are involved in making accurate medical diagnosis.

(Arnheim,1979)

2. Briggs use of Gestalt principle is also emplyed in medical education in the form assessment

which involves the single-best answer options for written examinations.14 There are five options

for each question. The task of the student is to analyze the question and choosing the best

answer. This is a clear example of utilization of brain cognitive functions. Further, it expalins the

use of principles of problem solving, included in cognitivism. It is expected from the doctor to

process all information from physical examination and history in his brain, organization of the

data, set the priorities and, exclude the information that does not have a relationship with the

disease and make a possible diagnosis ( Briggs & Elkind, 1973)

3. The use of problem based learning (PBL) in current teaching in clinical medicine is all related

to the process of cognition. ( Briggs & Elkind, 1973)

4. Another application of cognitivism is concept maps, which are the learning strategies

proposed by Novak and Gowin. These are the graphic representations that are used to present the

association of multiple concepts. In the process of creation of a concept map, learners nominates

the main concepts, bring out associations between them, and identify realtionships with

connecting words. This process intends for learners to associate novel concepts in what they
already know. Concept maps can be used in medical education to aid in acquisition and retrieval

of concepts and giving meanings to a topic; indication of complicated associations between

ideas; drawing basic concepts from a course book, journal, or clinical case study; exam planing

or presentation; or simply aids in brainstorming and idea sharing with other learners.

5. Reflective thinking is another another example of cognitivism in practice. To aid learners in

developing reflective thinking, medical teachers usually takes start by asking them to

recognizing a clinical experience of significant importance. After the individual has retrieved a

the clinical case (event), he or she is asked to verbally produced what happened (reflection),

summarising what is learned from this, and theorize on how could it be done differently.

Criticism

Cognitivism was criticized for the following reasons

1. First, behaviorists criticized this theory owing to the abstract nature of thought process and the

hinderances in defining.

2. Further, the theroy has no definition or application on which the reseachers has agreed.
Social Learning theory

Introduction

The principle concepts of social learning theory is Observation and modeling. In the context

of use of the social learning theory, learners acquire new content and presume new

characterization that necessitate role modeling behaviors.

Explanation

In light of the framework of social learning, learning is integrated in the action with, and

observations of, others in a social circumstances. The aquiring of new skills and knowledge the

learners must model and reinforce the observed behavior with the help of rehersal. As opposing

to a rigorous behaviorist approach, social learning theory integrates a cognitive factor that is

depicted by the thought that learning may happen by observation exclusively, without

considering the need for practice and imitation of the observed action. It is hypothesized in social

learning perspective that cognitive depiction of a simulated or modeled phenomena is forming

and storing a picture of the imitated behavior, and recalling that image when motivating the

learner to act.

In this sense, the process of learning is seen as the learning process is viewed as other’s

observation and interactions in social scenario. The center of learning in social model is on the

communication between the individuals, environment of learning and the behavior desired. On

the basis of social learning the responsibility of the teacher is to model new roles, behavioral

guidance and giving the chance of learning and practicing new roles and behaviors

Implication of social learning theory

 The most common application of social learning theory in medical education is role

modeling/mentoring, learning by collaboration, and taking help of case studies in teaching. The

process of role modeling is intended to include many prominant chracteristics of social learning

many of the characteristic features of social learning. In many aspects, role modeling

hasconsidered to be the backbone of teaching clinical medicine to students and house officers

from a very long period of time.

In trainings Physicians learn to do specific tasks in appropriate manners by modeling their

teachers. Observation of each others behaviors and work techniques has also remained the source

of learning in social situations. The distinct chracteristics of social learning theory incorporates

the role modeling behavior with cognitive learning to deeply explain the understanding of learner

about how, why, and for what reason the role model does a specified task in a particular manner.

Criticism

Some critique of social learning theory originate from their earnestness to the environment

as the principal determinant of behavior. It is confined to depict behavior entirely in sense of

either nature or nurture and seek to do this estimation of the complexness of human behavior. It

is most probably to that behavior is owed to an action between nature and environment (Mcleod,

2016)

References

Arnheim, R. (1949). The Gestalt theory of expression. Psych Review,56(3): 156-71. doi:
10.1037/h006178

Barelli, A. & Scapigliati, A. (2010). The four-stage approach to teaching skills: The end of a

dogma? Resuscitation, 81, 1607–1608.

Bransford J, Sherwood R, Rieser J (1986). Teaching, thinking and problem solving; Research

foundations. Am Psychologist, 41, 1078-89.

 Briggs, C & Elkind, D. (1973) Cognitive development in early readers. Develop Pscyhology,
9(2), 279-80. doi: 10.1037/h0035060

Mann, K.V. (2011). Theoretical perspectives in medical education: past experience and future

possibilities. Medical Education, 45, 60-68.

McLeod, S. A. (2016). Bandura - social learning theory. Simply Psychology.

https://www.simplypsychology.org/bandura.html
CERTIFICATION:I certify that content of this assignment is my own and original work. All
the sources have been cited and acknowledged properly in the text.

For Office Use Only

ASSIGNMENT SUBMITTED Marks Awarded

(DRAFT/SECOND/FINAL)
 Questions Criteria Answer

1- Assignment submission time. (to be Efficiency 3 6 months

ticked by the coordinator). month

2- All major points were addressed

adequately, in an organized manner. Ideas
presented clearly and flow smoothing in a Structure [Yes] [No]
logical order?
3- The argument was critical and analytical
and it went beyond recalling definitions
and quoting others studies? What is the Quality [C1] [C2] [C3]
cognition level of the submission?

4- The submission was relevant to the local

Pakistani context and recommend
practical tips to improve the current Relevance [Yes] [No]
situation, rather than focusing on
international literature only?

Tutor Remarks:

Grade Score Numeric Cognitive Key concepts

Domain
Grade covered

A 85+ 4.0 C3 Excellent, all points covered

comprehensively

B+ 79-84 3.5 C3 Very Good, major points covered, with

minor gaps.
B 70-78 3.0 C2 Good,2/3rdmajor points covered

C+ 65-69 2.5 C2 Satisfactory,half major points covered

C 60-64 2 C1/C@ Acceptable, half major points covered

but cognitive level is C1mainly and
partially C2

F Below 60 0.0 N/A Major gaps in assignment