SAFILT Underpinning Learning Theories: Social learning theory (Albert Bandura)

Overview:

The social learning theory of Bandura is essentially connected to the idea of observing and modeling the behaviors, attitudes, and emotional reactions of others. Human behavior is explained through Social learning theory as a continuous and reciprocal relationship between cognitive, behavioral, and environmental influences. The component processes underlying observational learning are: (1) Attention, to modeled events (how distinct they are, their complexity, prevalence, and functional value) and observer characteristics (for instance perception and past reinforcement), (2) Retention, including how information is coded, and the way it is organised), (3) Motor Reproduction, including physical ability to replicate, self-observation of replication, and accuracy of feedback; and (4) Motivation, including external and self reinforcement.

Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioral frameworks. Bandura’s work is related to the theories of Vygotsky and Lave which also emphasize the central role of social learning.

Application to debriefing medical scenarios:

Modeling behaviours and practices in medicine plays a substantial part in the learning process. In simulated medical scenarios peers are given the opportunity to watch others from the relative safety of the observation room and are able to make considered decisions without the stress or distractions that those playing out the scenario are subject to. In this sense they are able to observe behaviours and practices that they may wish to emulate, those that they may wish not to emulate, or those that they may see in their own practice and which they wish to develop further or to stop doing.

The role of facilitator is important in this context. Not only are they providing a framework for these behaviours to be discussed as a mechanism for uncovering rationales as to why things are done as they are in clinical practice (for instance, stress, decision-making, communication), they are themselves modeling a way of thinking and behaving. If done well, this approach can support the reflective and lifelong learning that participants can take away from the simulation setting. It is difficult to suggest that this is a form of role modeling, or mentoring, but it shares some similar qualities with these practices – particularly that of role modeling.

Principles:

Coding modeled behavior into words, labels or images results in better retention than simply observing.
Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
Individuals are more likely to adopt a modeled behavior if the model is similar to them as an observer, has status, and the behavior has functional value.

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References and further reading:
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal, 29, 663-676
Rosenthal, T. L., & Bandura, A. (1978). Psychological modeling: Theory and practice. In S. L. Garfield & A. E. Bergin (Eds.), Handbook of psychotherapy and behavior change: An empirical analysis (2nd ed., pp. 621-658). New York: Wiley
Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Social Psychology, 35, 125-139.
Bandura, A. (1992). Observational learning. In L. R. Squire (Ed.), Encyclopedia of learning and memory. New York: Macmillan
Bandura, A. (1976). Social learning perspective on behavior change. In A. Burton (Ed.), What makes behavior change possible? (pp. 34-57). New York: Brunner/Mazel.
Other descriptions of Bandura’s work can be found at:
http://fates.cns.muskingum.edu/~psych/psycweb/history/bandura.htm
http://www.ship.edu/~cgboeree/bandura.html
Attribuitions: The photograph has been given permission to be used for personal scholarly or educational use under a statement of ‘fair use’. This excludes any use for commercial gain and the image remains the property of Albert Bandura. Source: http://www.des.emory.edu/mfp/bandurabio.html