Radiology Resident Tutorial - Applied Learning Science, Learning Efficiently and Effectively, illustrated through Applied Head and Neck Anatomy and Pathology using Imaging
Radiology Resident Tutorial - Applied Learning Science, Learning Efficiently and Effectively, illustrated through Applied Head and Neck Anatomy and Pathology using Imaging, Monday, 17 October 2022, 0745am to 0830am
"Participants can 'prepare' by going through curated resources on following blogpost 'before' the tutorial- all open access online content - just review images and captions and how this applies to day to day Radiology practice." - pre-session preparation message, in email to residents on Friday, 14 October 2022, through Residency Program (e)mailing list, by Residency Co-ordinator
As you review the following material, which is curated for this topic and theme, from open access online material, please reflect upon, practice with, and experience for yourself the usefulness and applicability of 1) exposing yourself to as wide a spectrum of clinical/radiological practice, 2) in an efficient manner - using a wide variety of curated focused on topic/theme high quality open source material, 3) and the effectiveness of applied learning science - specifically block and interleaved practice - comparing multiple similar, and compare and contrast differential 'visual examples' - combined with short format captions, and then, and only then, 4) do deep dive into underlying anatomy, and pathology, illustrated by the images you have now become familiar with. With the ultimate aim to 5) recognise what you 'see' in clinical radiological practice with speed, accuracy and confidence - and be able to name what you see, and justify your 'radiological diagnosis', including visualising and discussing potential differential diagnoses, and explain why you have not chosen these. Poh-Sun Goh, 15 October 2022, Saturday, 0543am, Singapore Time
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CT of the Neck: Image Analysis and Reporting in the Emergency Setting. Alain Cunqueiro, William A. Gomes, Peter Lee, R. Joshua Dym, and Meir H. Scheinfeld. RadioGraphics 2019 39:6, 1760-1781 https://pubs.rsna.org/doi/full/10.1148/rg.2019190012
Tshering Vogel, D.W., Thoeny, H.C. Cross-sectional imaging in cancers of the head and neck: how we review and report. Cancer Imaging 16, 20 (2016). https://doi.org/10.1186/s40644-016-0075-3
Lee JH, Cheng KL, Choi YJ, Baek JH. High-resolution Imaging of Neural Anatomy and Pathology of the Neck. Korean J Radiol. 2017 Jan-Feb;18(1):180-193. https://doi.org/10.3348/kjr.2017.18.1.180
Wippold F. J., 2nd (2007). Head and neck imaging: the role of CT and MRI. Journal of magnetic resonance imaging : JMRI, 25(3), 453–465. https://doi.org/10.1002/jmri.20838
Magnetic resonance neurography of the head and neck: state of the art, anatomy, pathology and future perspectives. Fréderic Van der Cruyssen, Tomas-Marijn Croonenborghs, Tara Renton, Robert Hermans, Constantinus Politis, Reinhilde Jacobs, and Jan Casselman. The British Journal of Radiology 2021 94:1119. https://www.birpublications.org/doi/full/10.1259/bjr.20200798
Hussey, D., Shaw, A. V., Brian, P. L., & Lazarus, M. D. (2022). Learning Head and Neck Anatomy Through a Radiological Imaging Platform. MedEdPORTAL : the journal of teaching and learning resources, 18, 11230. https://doi.org/10.15766/mep_2374-8265.11230
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
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14. http://dx.doi.org/10.15694/mep.2016.000105
"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.
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.
"When the student is ready the teacher will appear."
- Laozi
"You cannot make people learn. You can only provide the right conditions for learning to happen."
- Vince Gowmon
“I do not teach anyone I only provide the environment in which they can learn”
- Albert Einstein
I hear and I forget. I see and I remember. I do and I understand.
- Confucius
“A man who asks is a fool for five minutes. A man who never asks is a fool for life.”
- Chinese Proverb
"Shall I tell you a secret of a true scholar? It is this: Every man I meet is my master at some point, and in that, I learn from him."
- Ralph Waldo Emerson
"Like this cup, you are full of your own opinions and speculations. How can I show you wisdom unless you first empty your cup?"
- Nyogen Senzaki
"If you are willing to learn, no one can help you. If you are determined to learn, no one can stop you. "
- Anonymous
"One hour per day of study in your chosen field is all it takes. One hour per day of study will put you at the top of your field within three years. Within five years you'll be a national authority. In seven years, you can be one of the best people in the world at what you do."
- Earl Nightingale
“Live as if you were to die tomorrow. Learn as if you were to live forever.”
Goh, P.S., Roberts-Lieb, S., & Sandars, J. (2022). Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical Teacher, 1–6. Advance online publication. https://doi.org/10.1080/0142159X.2022.2133689
"(Open) Micro-Scholarship is an extension of (open) Micro-Practice and Micro-Learning; from Taking note, to Making notes, to Sharing notes." - Poh-Sun Goh, 22 October 2022, Saturday, 22 October 2022, 0731am, Singapore Time
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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