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Making readers care
Published in Rebecca A. Bitenc, Reconsidering Dementia Narratives, 2019
Still Alice, then, does not represent a straightforward counter-narrative to the dominant discourse of biomedicine or, indeed, to the cultural norms of hypercognitive Western societies. What it offers is a reflection on how cognitivist values play out in the life course of an individual character affected by Alzheimer’s disease who, in this case, virtually embodies these values. However, in its narrative logic the novel also offers a subtle critique of the value-system it endorses. The novel highlights the shortcomings of cognitive skills-based tests to measure quality of life and concomitantly determine the end of a meaningful life. It suggests that despite cognitive impairment, people with dementia have the capacity to enjoy life. By depicting Alice’s development from the inside and her changing perception of the world, the novel raises serious doubt about whether a person with dementia can adequately project herself into her future self. It thereby challenges, albeit without explicitly addressing this topic, the practical and ethical applicability of so-called ‘precedent autonomy’ and the use of living wills or advance directives to determine treatment options in case of mental incompetence.13
A theoretical model to engage doctors in medical leadership
Published in Jill Aylott, Jeff Perring, Ann LN Chapman, Ahmed Nassef, Medical Leadership, 2018
Cognitivism: unlike behaviourism, the focus here is on the internal aspects of learning. Cognitivists view people as part of their environment. They hold that individuals experience life through external and internal stimuli and that it is how they interpret these events that define how they make meanings and acquire knowledge of their worlds (Ertmer and Newby, 2013). Accordingly, cognitivists rely on experience-centred instruction methodologies and focus on developing learners’ understanding of their individual micro-, meso- and macro-spheres rather than simply by changing their behaviour. They promote the use of case studies and real life problems of immediate relevance to guarantee maximum learners’ engagement, encourage them to think in new ways and optimise their problem-solving skills. They emphasise the need for a non-threatening learning environment that will allow and provide participants with opportunities to test new assumptions through activities (Merriam et al., 2006). And as it relates to LDPs, cognitivism would advocate active learning and the crucial role of participants in developing their own objectives and co-designing their learning experiences, for example, through self-determined service improvement projects (Allen, 2007; Nassef and Aylott, 2016).
Organization and communities of practice
Published in David Kernick, Helen Bevan, Complexity and Healthcare Organization, 2018
The cognitive approach to the mind has similarities with ideas of digital information processing in that it is concerned with symbolic representations, rule manipulation and modification of information. It encompasses a computational systems-based and empiricist view of the mind with an increasingly sophisticated understanding of language and of memory. A leading theorist on working memory is Alan Baddely.8 He describes the mind as having a central executive which co-ordinates information from different sources, directs the ability to focus and switch attention, and organizes incoming material and the retrieval of old memories through a phonological loop or slave system. This way of speaking invokes the ‘dogma of the ghost in the machine’, Gilbert Ryle’s recapitulation of the dualism of body and mind.9 Instructional design theories have relied considerably on the cognitivist attention to issues of memorization, understanding and application and have many valuable applications. In decision support systems, the number of choices offered is generally not more than seven because this is the number that people can hold in their short-term memory (the phonological loop).
An investigation of instructional practices which promote occupational safety and health
Published in International Journal of Occupational Safety and Ergonomics, 2021
Mark D. Threeton, Kibum Kwon, Joey A. Fleck, R. Brian Ketchem, Leila Farzam
Despite the widely acknowledged importance of CTE programs on OSH, there are limited systematic approaches related to the instructional design perspective of CTE programs [11]. Many studies identified that well-developed CTE programs for entry-level workers have a positive impact on knowledge and skill acquisition about OSH, safety work behaviors, safety workplace culture and an actual decrease in industrial accidents [12–14]. However, most previous studies demonstrated the effect of CTE programs while not considering how such CTE programs are designed and implemented in order to achieve learning objectives based on learning theories. In this study, we explored three major learning theories that can be applied to CTE programs for OSH as a framework to guide instructional design: (a) behaviorism; (b) cognitivism; (c) social learning theory. The theoretical frameworks enabled us to discuss how each learning theory is applied when designing CTE programs and improving students’ safety performance in school and on the job.
An outcome-based educational intervention to improve nursing students’ knowledge and competencies in oncology nursing: a randomized controlled Trial
Published in Contemporary Nurse, 2019
Li-Ling Hsu, Ruey-Shiuan Ueng, Suh-Ing Hsieh
Cognitive frameworks as mental frameworks and schemata are to help learners organize and interpret information. Constructivist learning theory establishes that over the course of learning, learners add new information to their existing cognitive frameworks or construct a new framework (Giddens, Caputi, & Rodgers, 2015; Schunk, 2012). Cognitivist ideas form the foundation of cognitive load theory. The essential cognitivist constructs are short-term memory, long-term memory, and schema (Mostyn, 2012). Cognitive load theory is based on the assumption that human cognitive architecture allows a limited amount of information to be processed in short-term memory at a certain point in time (Van Merriënboer & Sweller, 2005). Long-term memory holds cognitive schemas that vary in their degree of complexity and automation (Van Merriënboer & Sweller, 2010). A well-designed instruction set ought to help learners alter long-term memory by facilitating schema construction and automation (Fraser et al., 2012; Hoogerheide & Paas, 2012; Kaylor, 2014; Kirschner, Sweller, & Clark, 2006; Renkl & Atkinson, 2003).
Breaking down apoptosis: animating programmed cell death in 3D for a pathology curriculum
Published in Journal of Visual Communication in Medicine, 2018
Elvire Thouvenot-Nitzan, Richard Oparka, Annie Campbell, Caroline Erolin
It has been conjectured that animation is so appropriate for novice life science education because its structure is analogous to that of the content it communicates (McClean et al., 2005; O’Day, 2007). Much like the dynamic and transformative cellular events they describe, animations (particularly 3D animations) are visual, spatial, dynamic and sequential, such that beginner learners are spared much of the trouble of filling in the gaps as they map out a complex and often unfamiliar microscopic world (McClean et al., 2005). In cognitivist models of learning, such as cognitive load theory (Sweller, 1994) and the cognitive theory of multimedia learning (Mayer, 2005), this is described as facilitation of ‘essential processing’ and schema construction, the stages at which learners construct mental representations of the information they are taking in, as described by information processing theory (Mayer, 2005). The consequent reduction of cognitive load fosters more meaningful learning, including the integration of information into long-term memory and the ability to apply it creatively to new situations.