System Identification: A Learning Theory Approach

2003 ◽  
pp. 89-104
Author(s):  
M. Vidyasagar ◽  
Rajeeva L. Karandikar
Keyword(s):  
System Identification ◽  
Learning Theory ◽  
Theory Approach

A Learning Theory Approach to System Identification

2004 ◽  
Vol 37 (1) ◽  
pp. 1-9
Author(s):  
M. Vidyasagar ◽  
Rajeeva L. Karandikar
Keyword(s):  
System Identification ◽  
Learning Theory ◽  
Theory Approach

scholarly journals Pluralism and Economic Education: a Learning Theory Approach

2009 ◽  
Vol 8 (2) ◽  
pp. 72-90 ◽  
Author(s):  
Janice Peterson ◽  
KimMarie McGoldrick
Keyword(s):  
Learning Theory ◽  
Economic Education ◽  
Theory Approach

scholarly journals Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique

2021 ◽  
Vol 16 (4) ◽  
pp. 300-306
Author(s):  
Sarah A. Manspeaker ◽  
Alison N. Wix
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Learning Theory ◽  
Disease Transmission ◽  
Clinical Decision Making ◽  
Athletic Trainers ◽  
Cognitive Learning ◽  
Theory Approach ◽  
Cognitive Learning Theory ◽  
Educational Technique

Context Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels. Background Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process. Description Within an evaluation course for nonorthopaedic conditions, a 3–class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training. Clinical Advantage(s) Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice. Conclusion(s) Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice.

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