Video Presentations

VP3: Behaviorism and Cognitivism

VP3: Behaviorism and Cognitivism

by Lilibeth De Guzman -
Number of replies: 11

Maam Betchay, 

Sorry had trouble exploring /attaching the file as it is so big po. Earlier I submitted the said file din po at the chat box as proof of submission. Hoping for your consideration. Thanks. 

Kindly see the link for our report.

https://drive.google.com/file/d/1sv2ur3XW0x2YpJUeNRhW3KPMr7P-z8A6/view?usp=sharing

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Marie Shennette Pepito -

Thank you po for the interesting discussion. What I found particularly interesting is the pairing of Cognitivism which emphasizes on the development and learning of cognitive skills and Behaviorism which emphasizes observable skills or as we call it, the psychomotor skills. Common challenges during internship is the gap between what the students know and what they can actually do. Many interns express challenges in translating their knowledge to actual skills saying “I know what to do but it looks different when I do it” or “the situation I had in mind looks entirely different from what is actually happening”.

I believe healthcare curriculums must address this gap by extensive modeling by the educators in the classroom, simulation activities, and exposure to real-life patients before internship. Learners must be guided and supported in translating what they know to what they can do in real life.

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In reply to Marie Shennette Pepito

Re: VP3: Behaviorism and Cognitivism

by Ma. Cristina Garcia -
Thank you for your feedback. I agree with you that healthcare curriculum should incorporate more case studies, simulations and practical applications in the classroom for the students to be better prepared for their internship.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Justin Romel Bernardo -
Thank you for this discussion!

Feedback is the name of the game for behaviorism, it drives the motivation and response of the learners. As far as competency is concerned, HCPs can improve their performance through feedback. However, this has limits, the feedback system can be at times, reactive, and may lose its effect on the response if learners either become desensitized or eventually lose exposure through time. Depth and universality of the feedback system are essential to eventually develop a repetitive, unaltered response.

Cognitivism is a timeless framework for education in allows information processing for new and seasoned learners as they encounter, process, and create new information. But as a cognitive approach, cognitivism may at times lack the proper psychomotor learning required for procedural knowledge as well as the skill needed to integrate sociocultural factors and interactions into learning.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Christine Joan Ragudo -
Thank you for discussing behaviorism and cognitivism. Since behaviorism drives response from learners through praise and rewards, it can be applied for clinical skills training and competency-based assessments because it emphasizes observable behaviors and reinforcement. Repetition and feedback aid in the development of clinical skills in learners. Cognitivism emphasizes the internal processes of learning, such as problem-solving, critical thinking, and knowledge retention, which are essential in complex decision-making and diagnostic reasoning. Behaviorism can be implemented in real-world settings through skill laboratories and simulation training which provides instant feedback, while cognitivism can be integrated through case-based learning, self-reflection and clinical problem-solving activities.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Emery Demegillo -

     Thank you for your brief but informative discussions. You have presented 2 differing philosophies in education. Cognitivism where learning is apparently determined by how the mind accumulates, stores and processes information starting from childhood to adolescence up to adulthood where we continually access this information.

The other end is behaviorism where it is concerned more on the behavior of the learners on how they accumulate knowledge through interaction with their environment. Learning happens by repetitive skills accumulation to reinforcement to corrective feedback and to skill mastery. These involves theoretical accumulation, experimental reinforcement and clinical mastery in the medical and allied health professions. 

     Clearly there are areas or professions where these philosophies are best employed in the creation of the curriculum.

 

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Mary Ann Enteria -
Thank you for your discussion on behaviorism and cognitivism. Behaviorism impacts curriculum planning by promoting structured learning environments where knowledge is translated to smaller, measurable tasks, with reinforcement and repetition to shape desired behaviors. Cognitivism, on the other hand, emphasizes understanding how students process information, producing a curricular design that focuses on developing problem-solving skills, mental organization, and the application to real-life situations.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by FE JOAN FAMA-DEMEGILLO -
Thank you for the video presentation.
How much can an adult learner store and recall? What are the strategies to improve memory and learning. Reading through the comments of our classmates and your presentation gave an interesting combination cognitivism and behaviorism. Cognitivism focuses on the internal mental processes with limited focus on emotions and unconscious processes. Behaviorism fill in the gaps of motivation and learning environment, and vice versa. It is applicable in both classroom, community, and in-service training set-up.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Manila Villalon -
In a typical OBGYN residency training program, residents engage in repeated drills in a skills lab to master techniques such as episiorrhaphy. They receive immediate feedback from consultants, and their performance is assessed through standardized exams like OSCEs. This structured, feedback-oriented approach, grounded in behaviorist principles, ensures that residents develop the necessary competencies to practice obstetrics effectively.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Felice Katrina Trio-Ranche -
I think these learning philosophies parallel each other and can be applied while facilitating learning for adult learners. Cognitivism and behaviorism have inspired me to give my students information in small manageable doses (like Piaget's schemata, for instance), and guide them as they discover the interrelationships of these concepts on their own. Going through the process of creating their own concept maps or webs of information helps them understand and apply the learning materials better.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Maria Dolores Mercado -
In medical education, behaviorism plays a crucial role in skill acquisition and clinical training since behaviorism focuses on observable behaviors.
During clerkship and internship , it often relies on behaviorist principles when teaching clinical skills, where repetition and feedback are essential. For example, in learning to perform physical examinations, students practice procedures repeatedly under supervision. Positive reinforcement (e.g., praise or passing assessments) encourages them to refine their skills.
Objective Structured Clinical Examinations (OSCEs) are a direct application of behaviorism in medical education. Students are assessed on their performance of specific tasks (e.g., history taking, patient counseling), and they receive immediate feedback on their behavior and technique.
While in cognitivism, focus are internal mental processes and knowledgr organization. Learning method is through active participation, problem solving with critical thinking.
Case-based learning (CBL) and Problem-based learning (PBL) are approaches grounded in cognitivism, where students are presented with real-life clinical cases and must apply their knowledge to solve complex medical problems. This encourages deep understanding and integration of knowledge across different subjects, such as physiology, pathology, and pharmacology.

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In reply to Lilibeth De Guzman

Re: VP3: Behaviorism and Cognitivism

by Paul Castillo -
Both Behaviorism and Cognitivism are very much in use in the health care profession education. Cognitivism is a learning philosophy that affirms that learning is an active process and that it builds on prior knowledge in order to understand new ones. An example is the study of Physiology first before taking up Pathology. Another aspect is the process of encoding, storing and retrieving information so that it can be utilized later on. On the other hand, Behaviorism asserts that learning is an interaction between stimuli and responses. A good example is the repeated practice of performing a surgical procedure. From the preparation, handwashing to administration of anesthesia up to the removal of the specimen, the reinforcement of these repeated steps enhances learning and mastery.

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