Radiology Resident Tutorial - Monday, 13 March 2023 - 0745am to 0815am
Engagement (including with content) process:
Scheduling/session planning - one week beforehand, including selecting venue and platform
WhatsApp group (members updated) - 2 days before session
WhatsApp group (attendees) - pre-session content for review - 1 day before session
(below summary of WhatsApp messages - 30 minute pre-session content for review
- explore https://www.asnr.org website
- including Education section, content in its drop down menu, especially ASNR Neuroradiology Core Education (didactic bite size videos), and Case of the Week; and Publications section, content in drop down menu, especially Neurographics (with open access image based learning content, curated by editors from ASNR and subspecialty American Societies of Head and Neck, Spine, Paediatric and Functional Neuroradiology meetings
- review core (screenshots provided) messages from earlier tutorials (applied learning science, how to learn and practice effectively AND efficiently)
https://medicaleducationelearning.blogspot.com/2022/10/radiology-resident-tutorial-applied.html
https://medicaleducationelearning.blogspot.com/2021/11/pre-2b-frcr-tutorial-radiology-of-skull.html
- consider, and reflect on core message from applied motivation science, 'will before skill', 'why, before what and how'
Session Content
- role of habitual, scheduled, micro-learning, micro-practice, micro-assessment and micro-scholarship,
to 'take note, make notes, and share notes'; to 'make major moves one micro-step at a time, available and accessible to all'
https://medicaleducationelearning.blogspot.com/2022/12/micro-content-bite-size-modular-content.html
https://medicaleducationelearning.blogspot.com/2022/06/micro-learning-micro-practice-and-micro.html
- building on ideas, approaches, strategies, and tips from earlier tutorials
Post Session
- schedule, and design personal, regular (daily), scheduled micro-actions - what to 'take note of', to make notes, then share these notes
- to learn individually, and collectively
- to seamlessly build and schedule these practices, and actions, into your day to daily life; as habitual practice
- essentially what you schedule, and habitually do; how and where you spend and allocate your time, attention, energy and effort; will be, what you become
See (one), Do (one), Teach (one) … Write (‘do’ Scholarship .. then ‘be’ a Scholar .. then) Teach (again)
Poh-Sun Goh, 9 April 2022, 0446am, Singapore Time
In our journey toward deeper personal and professional growth and development, we inevitably start the process as novices, progressing from competency and proficiency toward becoming an expert with mastery as the aspirational goal and aim. Getting exposure, developing awareness and ‘trying out’ or ‘Seeing’, to ‘See’ (one) begins the process, followed by repetitive practice (with reflection and feedback), ‘Doing’ or to ‘Do’ (one). When we share and ‘Teach’ (one) what we are learning, and have learnt, we deepen our understanding and insight of the ‘technical’ aspects of what we have learnt. When we engage in Scholarship, and ‘Write’, by doing (Do), then being (Be) a Scholar we progress further along the path of expertise. Achieving Mastery, and being a Master takes place when we go deeper, and both experience, examine and then Teach (again) the fundamental principles, and ideas underpinning and forming the foundation of technical practice. Therefore See, Do, Teach, Write, then Teach (again). - https://www.instagram.com/p/CcGraM0vrW5/
"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
