BIU Lesson No. 06 Part 02 Behavioral Sciences & Ethics Module 2024 PDF

Behavioral Sciences and Ethics: Lesson 06-Part 02 Medical Sciences Program Semester 01 Year 01 BIU Professor Dr. Ejaz Ahmed Khan Medical Sciences Program BIU Learning Outcome At the end of sessions stu...

Behavioral Sciences and Ethics: Lesson 06-Part 02 Medical Sciences Program Semester 01 Year 01 BIU Professor Dr. Ejaz Ahmed Khan Medical Sciences Program BIU Learning Outcome At the end of sessions students will be able to: – Describe how learning occurs through association, reinforcement and punishment, observation, and cognitive processes. – Differentiate between the various theories and their applicability in different contexts, emphasizing their strengths and limitations. – Utilize learning theories to design effective educational programs for patients and propose strategies to facilitate learning and behavior change. – Critically assess the impact of using different learning theories in healthcare training and education for professionals. Overview of Learning Theories  Importance of Learning: o Explains how behaviors are acquired or modified. o Provides frameworks for understanding human actions in different contexts, including healthcare.  Major Theories: o Classical Conditioning (Pavlov) o Operant Conditioning (Skinner) o Observational Learning (Bandura) o Cognitive Learning Theories  What is Classical Conditioning (Pavlov)?  Definition:  Learning through association where a neutral stimulus becomes linked with a significant stimulus.  Key Components: o Unconditioned Stimulus (UCS): Naturally triggers a response (e.g., food). o Unconditioned Response (UCR): Automatic response to UCS (e.g., salivation). o Conditioned Stimulus (CS): Neutral stimulus paired with UCS (e.g., bell). o Conditioned Response (CR): Learned response to CS (e.g., salivation to bell). Pavlov’s Experiment  Procedure: 1.Food (UCS) → Salivation (UCR) 2.Bell (Neutral) + Food (UCS) → Salivation (UCR) 3.Bell (CS) → Salivation (CR) Key Takeaway: – Repeated pairings result in learning through association. Applications in Healthcare  Behavioral Therapy:  Treating phobias and anxiety using systematic desensitization.  Patient Behavior:  Helping patients associate treatment environments with relaxation instead of stress.  Example:  Pairing relaxation techniques with medical procedures to reduce anxiety. What is Operant Conditioning (Skinner)?  Definition:  Learning where behaviors are shaped by reinforcement or punishment.  Key Components: o Reinforcement: Increases the likelihood of a behavior.  Positive (reward): Adding something pleasant.  Negative (removal): Taking away something unpleasant. o Punishment: Decreases the likelihood of a behavior.  Positive: Adding an unpleasant consequence.  Negative: Removing a pleasant stimulus. Skinner’s Experiments  The Skinner Box:  Rats learned to press levers for food rewards or to avoid shocks.  Concept:  Behavior can be modified systematically through reinforcement schedules. Applications in Healthcare  Patient Adherence:  Using rewards (positive reinforcement) to encourage medication compliance.  Habit Formation:  Encouraging healthy lifestyle behaviors, like exercise or diet changes.  Professional Training:  Immediate feedback on clinical skills fosters improvement. What is Observational Learning (Bandura)?  Definition:  Learning by observing and imitating others.  Key Processes: o Attention: Focusing on the behavior of a model. o Retention: Remembering the observed behavior. o Reproduction: Performing the behavior. o Motivation: Having a reason to imitate the behavior. Types of Models in Observational Learning  Live Models:  Directly interacting with the observer (e.g., watching a colleague in person).  Symbolic Models:  Learning through media, such as books, TV, or instructional videos (e.g., watching a tutorial on medical procedures).  Verbal Models:  Learning through verbal descriptions or instructions (e.g., receiving instructions from a mentor). Bandura’s Experiment (Bobo Doll)  Procedure:  Children observed adults interacting with a Bobo doll aggressively or non-aggressively. Outcome: – Children imitated the observed behavior, especially if the model was rewarded.  Applications in Healthcare  Role Models:  Healthcare providers demonstrating proper hygiene or professionalism for trainees.  Patient Empowerment:  Patients learning self-care techniques by observing healthcare workers.  Example:  Video demonstrations of physical therapy exercises for rehabilitation. What are Social Cognitive Learning Theories?  Definition:  Focus on internal mental processes like thinking, memory, and problem-solving.  Key Concepts: o Information Processing: o How people encode, store, and retrieve information. o Constructivism: o Learning as an active process of constructing knowledge based on experiences. Bandura’s Social Cognitive Learning Theory  Reciprocal Determinism:  Behavior is influenced by the interaction of personal, environmental, and behavioral factors.  Example: A doctor’s attitude, the hospital environment, and patient reactions all influence the healthcare provider’s behavior.  Self-Efficacy:  The belief in one’s ability to succeed in specific situations.  Example: A student is more likely to attempt a medical procedure if they believe they can perform it well, influenced by observing others who succeed. Applications in Healthcare  Problem-Solving Skills:  Training healthcare workers to diagnose and treat patients.  Memory Aids:  Teaching patient’s techniques to remember medication schedules.  Information Delivery:  Designing patient education materials for better understanding and retention. Applications of Learning Theories in Healthcare Inpatient Behavior Change  Classical Conditioning:  Pairing relaxation with hospital visits to reduce anxiety.  Operant Conditioning:  Reward systems for adhering to therapy.  Observational Learning:  Watching videos on proper post-surgery care. Applications of Learning Theories in Healthcare Treatment Adherence  Cognitive Learning:  Helping patients understand the consequences of non- adherence.  Operant Conditioning:  Positive reinforcement for taking medications on time. Applications of Learning Theories in Healthcare Healthcare Professional Training  Observational Learning:  Trainees observing senior doctors during rounds.  Cognitive Learning:  Developing critical thinking skills for complex cases. Major Cognitive Learning Theories Information Processing Theory: Focuses on how we encode, store, and retrieve information. Constructivism (Piaget, Vygotsky): Emphasizes that learners actively construct knowledge through interactions with the environment. Cognitive Load Theory (Sweller): Suggests that learning is optimized when the cognitive load is manageable, avoiding overload. Social Cognitive Theory (Bandura): Focuses on learning through observation and the role of cognitive factors like self-efficacy. Learning Theories (Overview) 1. Behaviorism: o Focus on observable behaviours. o Learning through reinforcement and punishment. o Example: Patient rewards for compliance with treatment. 2. Cognitivism: o Emphasis on mental processes like memory and understanding. o Example: Problem-solving in medical diagnoses. Learning Theories (Overview) 3. Constructivism: o Learning as an active process of building new knowledge. o Example: Case-based learning in medical education. 4. Humanism: o Focus on personal growth and self-actualization. o Example: Encouraging empathy in patient care. Information Processing Theory  Suggests that learning involves encoding, storing, and retrieving information, similar to how a computer processes data. Stages: 1. Encoding: The process of transforming sensory input into a form that can be processed and stored. 2. Storage: Retaining information in memory over time. 3. Retrieval: Accessing stored information when needed. Healthcare Example: Medical Students: Encoding patient symptoms, storing information in long-term memory, and retrieving it when diagnosing new cases. Constructivism in Learning Key Theorists:  Jean Piaget: Believed that children construct their understanding of the world through interactions with it.  Lev Vygotsky: Emphasized social interaction and cultural context in learning, highlighting the role of a More Knowledgeable Other (MKO). Constructivism in Learning Principles:  Learners actively construct their understanding.  Learning is an ongoing process influenced by prior knowledge and experiences. Healthcare Example: Clinical Training: – Medical students build knowledge progressively as they gain experience in patient care, using prior knowledge to understand new concepts  Cognitive Load Theory (Sweller)  Cognitive load theory posits that working memory has limited capacity, and excessive cognitive load impairs learning. Types of Cognitive Load: 1. Intrinsic Load: The inherent difficulty of the material. 2. Extraneous Load: The unnecessary distractions or complexity introduced by how information is presented. 3. Germane Load: The effort dedicated to processing and constructing knowledge. Healthcare Example:  Medical Training:  Simplifying complex medical procedures and using step-by-step instructions reduces cognitive overload for learners. Social Cognitive Theory (Bandura)  Focuses on the influence of observational learning, self-efficacy, and reinforcement on behavior. Key Components: 1. Observational Learning: Learning through watching others and imitating their behaviors. 2. Self-Efficacy: The belief in one's ability to succeed in specific situations. 3. Reciprocal Determinism: The interaction between personal factors, behavior, and the environment. Healthcare Example:  Clinical Settings: Medical professionals learn by observing senior practitioners and gain confidence in their abilities, which in turn enhances their performance. What is Metacognition?  Metacognition refers to the ability to monitor, control, and plan one’s learning processes. Components: 1. Metacognitive Knowledge: Understanding one’s cognitive processes (e.g., knowing the best strategies for memorization). 2. Metacognitive Regulation: The ability to control and adjust one’s learning strategies during the process (e.g., switching strategies if one isn’t working). Healthcare Example:  Medical Students: Reflecting on their study methods and adjusting them based on what works best for mastering medical concepts or patient care procedures. Designing Effective Patient Education Programs Steps to Create Effective Programs: 1. Assess Learning Needs: Understand the patient’s current knowledge, abilities, and learning preferences. 2. Use Clear and Simple Communication: Ensure that instructions are understandable and engaging. 3. Incorporate Learning Theories: Use principles of classical, operant, and observational learning to design educational content. 4. Use Active Learning Techniques: Engage patients through interactive learning methods, such as demonstrations, group discussions, and practice sessions. Promoting Health Behavior Change Strategies for Behavior Change: 1. Motivational Interviewing: A counseling approach that helps patients find their internal motivation for change. 2. Reinforcement: Positive reinforcement (praise, rewards) for achieving milestones, like reducing smoking or maintaining a healthy diet. 3. Behavioral Modeling: Using role models to demonstrate healthy behaviors and encourage imitation. Example:  A healthcare provider using motivational interviewing to help a patient develop a plan for quitting smoking and following up regularly to track progress. Continuous Professional Development in Healthcare Fostering Lifelong Learning:  Continuous Education: Encourage healthcare professionals to pursue ongoing education through certifications, workshops, and conferences.  Peer Learning: Fostering a collaborative environment where professionals learn from each other’s experiences.  Reflective Practice: Encourage reflection on daily practices to identify areas of improvement. Example:  A physician attending workshops on new medical technologies to stay current with advancements in their specialty. Motivation in Learning  Intrinsic Motivation: o Learning driven by internal rewards (e.g., curiosity, passion). o Example: A student studying to master anatomy out of interest.  Extrinsic Motivation: o Learning driven by external rewards (e.g., grades, promotions). o Example: Completing a course for professional certification. The Role of Experience in Learning  Experiential Learning: o Emphasizes learning through experience. o Kolb's Learning Cycle: 1.Concrete Experience (doing). 2.Reflective Observation (thinking about the experience). 3.Abstract Conceptualization (learning from the experience). 4.Active Experimentation (applying what was learned). o Example in Healthcare: 1.Simulations in skill labs. Transfer of Learning  Definition:  The ability to apply knowledge or skills learned in one context to new situations.  Examples in Healthcare: o Applying classroom knowledge to clinical settings. o Using experience from one patient case to treat others. The Role of Ethics in Learning  Informed Consent: o Patients must understand treatments and participate willingly.  Cultural Sensitivity: o Adapting learning approaches to individual backgrounds.  Equity in Learning: o Ensuring all patients and professionals have access to education and resources. The Role of Ethics in Learning Ensures Academic Integrity  Honesty and Fairness  Trust in Academic Outcomes Encourages Respect for Intellectual Property  Recognizing Contributions  Promotes Innovation Fosters Inclusivity and Equity in Learning  Equal Opportunities  Avoiding Bias The Role of Ethics in Learning Guides Ethical Application of Knowledge  Benefiting Society  Avoiding Harm Reinforces Professionalism  Accountability  Maintaining Standards Shapes Ethical Decision-Making  Critical Thinking  Frameworks for Action The Role of Ethics in Learning Promotes Lifelong Ethical Learning  Adapting to Change  Commitment to Improvement Builds Trust in Educational Systems  Public Confidence  Collaborative Learning Protect Vulnerable Populations  Respect for Participants in Learning Activities  Safeguarding Rights