f Flashcards
Kolbs learning cycle
Active experimentation (try what you have learned) ➡️concrete experience➡️reflective observation➡️abstract conceptualization (learn from the experience)➡️start
longterm memory two catagories
procedural - knowing how
declarative knowing that
declarative memory catagories
semantic - general
episodic - personal recollection
structure building learning
can identify key points from new material and integration of prior knowledge
example learners
tend to focus on nuances of each problem or example without things that link examples together
environmental factors of learning
sleep
exercise
nutrition
motor learning stages
cognitive - basic understanding
associative - can recognize` errors themselves, has technique
autonomous
Open vs closed mvmt
open - occurs in variable conditions requiring adaptations - walking on busy corridor
closed - occur in constant environment - teaching a patient to walk the parallel bars
discrete vs continuous mvmt
discrete - has inherent beginning and end - setting brakes on wheel chair
continuous - as no inherent beginning or end - driving a car or propelling a wheelchair
stability vs mobility mvmt
stable require stable base - lying down sitting
mobility - task demands associated with mobile base
running jogging
Massed practice vs distributed practice
massed - trial > rest
distributed - Rest>trial
constant vs variable conditions
constant - nifored practice, repeats skill in the same way
variable - conditions types of practice vary between attempts, varying the practice more active learning and prblm solving
random vs blocked practice
random - practice a number of skills in an unpredictable order
blocked- practice each set of skills in a blocked fashion, practice each set of skills until some degree of success is achieved
intrinsic feedback
feedback about the mvmt and mvmtt result
does not rely on an external source
used for error detection and learning
extrinsic feedback
knowledge of performance
knowledge of results
used for motivation
effective communication
positive body language active listener correct language communication is concise avoid defensiveness ensure congruence
managing conflict - two types
assertiveness - focus on task
cooperativeness - focus on relationship
the learning triad
learner
instructor
clinical community
Krams - mentor role
career fx - provide challenging assignments and coaching
psychological fx - enhance sense of competence
provide vision
classroom vs lab vs clinic learning enviroemtns
class- acquisition of knowledge
lab - acquisition of skill
clinic - use knowledge and skill for clinical decision making
lave and wenger 4 components of social interaction
leaning by experience
learning by engaging
learning by belonging
learning by becoming
how do we develop intrinsic motivation
connectedness - sense of being trusted
self efficacy - feeling of competence
autonomy - feeling that the activities are personal and meaningful
transtheoretical model of change
precontemplation contemplation prep action maintenance
5As behavioral intervention protocoll
address the issue assess the issue advise the patient assist the patient arrance for follow up
Negotiation of shared meaning 7 steps
Step 1: Develop Shared Meaning Through Dialogue
Step 2: Develop a Plan of Care
Step 3: Assess Readiness
Step 4: Provide Intervention and Education
Step 5: Check for Understanding
Step 6: Check for Adherence and Optimize Motivation
Step 7: Reinforce Adherence
novice learner
needs - need to learn similar content
format - formalized
structure - driven by the instructional design
approches - elearning and blended
