Zeigarnik effect and executive functions in higher education for clinical sciences
DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.16.20.372-383Keywords:
higher education, learning, teacherAbstract
In today's higher education, teachers try to train their students in tasks and competences, with a focus on “knowing how”, in order to streamline the teaching-learning processes. Thus, there is concern about the possibility of enhancing the creation of knowledge, decision-making and skills through the partialization of tasks, based on the Zeigarnik Effect, declared by Zeigarnik (1927); endorsed by Ovsiankina (1928); and its impact on executive functions, with the ultimate goal of supporting new tools for clinical science education proposed by Diamond (2013). From this context of analysis, some reflections are presented with the aim of installing possible dilemmas to consider for the validation of the need to rethink the execution of the teaching-learning process in the higher education classroom.
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