Welcome to the new residents. and to our current residents and fellows
Good morning to you all
The outline of what I will share with you this morning, 13 July 2022, from 0745 to 0815am will be the following, during and after which we can engage in interactive Q and A
Your Past - building on this
Your Present - what you have signed up for, what is a Profession, what is the role of entry and selection requirements, the training process (its activities and duration), the role of examinations and assessments (along the way), your Professional license (to practice)
Your Potential Future - maintaining and deepening your knowledge, skills and frames of reference (models of practice) - cognitive, somatic and emotional (including attitudes, and motivation)
Bottom line what you know, can do, and feel. What you are recognised and acknowledged for. Your current, and future self or selves.
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Before we go further, consider your role as a learner, a trainee, a practitioner, a professional.
How can you best learn, train, practice, and be(come) a professional?
How do you take full advantage of Teachers, Instructors, Supervisors, Mentors, Role Models, Guides and Coaches?
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Examples and illustrations we will cover below
now referring to, and as a follow-up to radiology resident tutorial 11 May 2022, Wednesday, 0745am to 0830am - attended mainly by R1's, some R2's, MO's and one fellow
illustrated compare and contrast practice below
see more on blogpost below
https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html
and
"Compounding is one of our most important mental models and is absolutely vital to understand for investing, personal development, learning, and other crucial areas of life."
above as quoted in
https://fs.blog/power-laws/
more below link
https://medicaleducationelearning.blogspot.com/2022/05/radiology-resident-tutorial-3-simple.html
and
Reflect on the well know aphorism "You see what you look for, you look for what you know"
"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."
above from
"By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert- performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies— designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training—should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert- performance approach will allow such individuals to become self-regulated learners—that is, members of the medical community who have the tools to improve their own and their team members’ performances throughout their entire professional careers.'
from abstract of
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi:10.1097/ACM.0000000000000939. PubMed PMID: 26375267.
What is the message from the "yellow curve" below?
"How could one use this material to dramatically reduce case review time?
Reduce study time?
Reduce residency duration?
Use training time in other ways?"
"How would you use this material to develop confidence and familiarity with less common conditions?
Given that time is limited."
"How do you stay sharp, not rusty, get better (sharper)."
[Practice. With feedback. With reflection. With increasing difficulty. Systematically. Regularly. With material that is at hand. At your finger tips.]
-Poh Sun (posted on 7 February 2018 @ 0358am)
This article investigates the relation between mind wandering and the spacing effect in inductive learning. Participants studied works of art by different artists grouped in blocks, where works by a particular artist were either presented all together successively (the massed condition), or interleaved with the works of other artists (the spaced condition). The works of 24 artists were shown, with 12, 15, or 18 works by each artist being provided as exemplars. Later, different works by the same artists were presented for a test of the artists' identity. During the course of studying these works, participants were probed for mind wandering. It was found that people mind wandered more when the exemplars were presented in a massed rather than in a spaced manner, especially as the task progressed. There was little mind wandering and little difference between massed and spaced conditions toward the beginning of study. People were better able to correctly attribute the new works to the appropriate artist (inductive learning) when (a) they were in the spaced condition and (b) they had not been mind wandering. This research suggests that inductive learning may be influenced by mind wandering and that the impairment in learning with massed practice (compared to spaced practice) may be attributable, at least in part, to attentional factors-people are "on task" less fully when the stimuli are massed rather than spaced.above abstract from
Inductive learning -- that is, learning a new concept or category by observing exemplars -- happens constantly, for example, when a baby learns a new word or a doctor classifies x-rays. What influence does the spacing of exemplars have on induction? Compared with massing, spacing enhances long-term recall, but we expected spacing to hamper induction by making the commonalities that define a concept or category less apparent. We asked participants to study multiple paintings by different artists, with a given artist's paintings presented consecutively (massed) or interleaved with other artists' paintings (spaced). We then tested induction by asking participants to indicate which studied artist (Experiments 1a and 1b) or whether any studied artist (Experiment 2) painted each of a series of new paintings. Surprisingly, induction profited from spacing, even though massing apparently created a sense of fluent learning: Participants rated massing as more effective than spacing, even after their own test performance had demonstrated the opposite.
above abstract from
When students encounter a set of concepts (or terms or principles) that are similar in some way, they often confuse one with another. For instance, they might mistake one word for another word with a similar spelling (e.g., allusion instead of illusion) or choose the wrong strategy for a mathematics problem because it resembles a different kind of problem. By one proposition explored in this review, these kinds of errors occur more frequently when all exposures to one of the concepts are grouped together. For instance, in most middle school science texts, the questions in each assignment are devoted to the same concept, and this blocking of exposures ensures that students need not learn to distinguish between two similar concepts. In an alternative approach described in this review, exposures to each concept are interleaved with exposures to other concepts, so that a question on one concept is followed by a question on a different concept. In a number of experiments that have compared interleaving and blocking, interleaving produced better scores on final tests of learning. The evidence is limited, though, and ecologically valid studies are needed. Still, a prudent reading of the data suggests that at least a portion of the exposures should be interleaved.
above quote from
Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367
more below
Poh-Sun Goh, 13 July 2022, Wednesday, 0700am, Singapore Time
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Goh, PS. (2021). 'The vision of transformation in medical education after the COVID-19 pandemic'. Korean J Med Educ. 33 (3): 171-174. Publication Date (Web): 2021 August 27
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