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Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
She thinks, you can’t take away three—because there’s only two! Negative numbers don’t make sense when your mental model is based entirely on counting blocks. Mia will experience cognitive dissonance when a new concept contradicts her existing understanding of the world. “Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs, or behaviors. This produces a feeling of mental discomfort leading to an alteration in one of the attitudes, beliefs, or behaviors to reduce the discomfort and restore balance.” 3
The Three Types of PPG
Published in Robin Stevenson, Learning and Behaviour in Medicine, 2022
This misdiagnosis gap is different from other deficiency gaps because CME does not ask physicians to change their therapeutic behaviour, but rather to change their diagnostic behaviour. To induce cognitive dissonance, physicians must be confronted by their diagnostic inadequacy, to admit to diagnostic failures which may have damaged their patients. Many physicians would much rather forget about their missed or wrong diagnoses. Therefore, providers may find it difficult to create a teachable moment. To deal with physicians’ sensitivity about their diagnostic prowess, or lack of it, might need an alternative approach. Perhaps, the problem should be viewed in the context of CPD rather than CME. This idea will be revisited in the chapter on CPD.
Motivation
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Cognitive dissonance theory is a phenomenon in which people experience psychological distress when they have contradictory attitudes or when their behavior contradicts their stated attitudes. That is, people have a need for consistency in their thoughts, perceptions, and images of their selves (Cooper, Mirabile, Scher, Brock, & Green, 2005; Festinger, 1957). Leon Festinger proposed that people have a motivational drive to reduce dissonance in their cognitions by either changing or justifying their attitudes, beliefs, and behaviors, e.g., smokers who are told that cigarettes increase the risk of cancer, may resolve the tension between this information and their actions, by deciding to quit smoking. However, it is usually easier for smokers to reject the causal link between cigarettes and cancer, and convince themselves that smoking is not really so dangerous. To do this, smokers seek examples of heavy smokers who have lived long happy lives. Sometimes, a smoker may reduce the tension between information and their actions by making excuses for themselves, such as “I am going to die anyway, so it does not matter.” The number of dissonant beliefs, and the importance attached to each belief affect the strength of the dissonance. Dissonance theory is especially relevant to decision-making and problem-solving, but it applies to all situations involving attitude formation and change (Wicklund & Brehm, 1976).
The perceptions of older adults living with chronic musculoskeletal pain about participating in an intervention based on a behavioral medicine approach to physical therapy
Published in Physiotherapy Theory and Practice, 2020
Sara Cederbom, Line Nortvedt, Daniela Lillekroken
To check adherence and promote self-monitoring, as well as behavior changes, exercise diaries are tools typically used in similar studies (Cederbom et al, 2014c). The use of exercise diaries in interventions for older people can be a challenge (Cederbom et al, 2014c). However, even if there were some struggle for the participants in this study with writing in the diaries, they continued to do so and for most of them, the diary notes was a reminder and motivated them to continue. To do something that can be experienced as a challenge, but still choosing to do it, can be associated with the phenomenon of cognitive dissonance. Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs, and behaviors. This phenomenon can be explained in the terms of that we have an inner drive to hold all our attitudes and beliefs in harmony and avoid disharmony or dissonance (Festinger, 1957). Moreover, these findings are also in line with the results from a previous study, where older adults expressed their experience that the exercise diary reinforced their motivation to perform the exercises (Arkkukangas et al., 2017).
“I think it’s a bit early for now”: impact of psychological factors on drafting advance directives among cancer patients
Published in Journal of Psychosocial Oncology, 2019
Patrice Cannone, Pascale Tomasini, Merlin Paul, Fabrice Barlesi, Lionel Dany
As the analysis of comments highlights, the proposal to draft an AD produces a state of cognitive dissonance20 for patients. Having cognitions that are inconsistent (i.e., maintaining hope and fighting spirit vs. anticipating their own personal end-of-life or death) tends to create this unpleasant state and psychological component (anxiety, fear, and distress). Cognitive dissonance can cause the patient to mobilize their energies, coping resources, and adaptive strategies in order to accomplish the healing goal. One important form of dissonance reduction consists of selective exposure that refers to the avoidance of cognitive dissonance (or information). So, confronted with the “virtual” consequence of ADs, patients were confronted with a possible lack of self-worth. As suggested by the theory of cognitive adaptation,21 in this situation patients try to maintain an optimistic outlook and control over the event by avoiding “making possible” the issue suggested by the writing of their AD. In numerous studies, cancer patients preferred to delay the introduction of advance care planning to later in the illness trajectory.13 For example, previous studies have shown that cancer and lung disease were factors associated with late completion of ADs (in the last three months of life).22
A conceptual framework for planning and assessing learning in continuing education activities designed for clinicians in one profession and/or clinical teams
Published in Medical Teacher, 2018
Donald E. Moore, Kathy Chappell, Lawrence Sherman, Mathena Vinayaga-Pavan
Creating or reinforcing teachable moments is one way to motivate potential learners to enroll in a formal learning activity. The theory behind a teachable moment is cognitive dissonance. Cognitive dissonance is defined as the mental discomfort experienced by an individual who believes that he or she is correctly doing something but is confronted with new information that contradicts that belief. Because a person who experiences cognitive dissonance tends to become psychologically uncomfortable, he or she is motivated to try to reduce the discomfort (Festinger 1957). Enrolling in a formal learning activity is a start. To encourage participation in a learning activity and engagement in learning, learners should be regularly reminded about the PPG that created the cognitive dissonance that initiated learning and the progress that they are making in reducing or eliminating the PPG.