Types of apprenticeship teaching in the reading room
It all begins with an idea.
The learning path describes clinical activities we want mastered.
By level of training, some the resident can do, some the resident is ready to learn next, some are for down the road.
1 Deliberate practice - If a skill is already in their wheel house, doing more with the mindset of continued improvement makes doing more of a routine activity valuable. This is a life long process. Reading another 25 CXR without really thinking about it won’t improve the radiologist. Doing another 5 LP’s with a focus on speed, patient comfort, or decrease radiation can improve a radiologist. Mindset before and reflection after are a part of this.
2 Modeling & Scaffoldign - If a task is just beyond their wheel house, and the resident is ready to learn it then attending modeling the task and attending trying to build a mental scaffold to help the resident bridge the knowledge or skills gap will help. This is the meat of our work in training. Sometimes a nudge is required to get the resident out of their comfort zone and into new difficult learning.
3 Inspire - If a task is well beyond their reach at their current level of training, then the task still can serve a way to inspire interest. This are expert level, specific or big picture, tasks that really make one an expert. These too are exciting and can help the resident if presented in the right context.
Micro- feedback
It all begins with an idea.
What if we assessed just a small part of a task appropriate to the level of training?
Just the findings by a R1
Just the differential diagnosis by an R2
Just if the the report is tailored to a specialist by an R4
and then we reviewed with the resident, let resident reflect, and report feedback including resident reflection
Can micro-feedback stimulate micro-teaching
It all begins with an idea.
Once we start micro-feedback, will that change/improve the type and quality of teaching in the reading room
That is, will we be more in tuned to teach the how to like scan patterns and common mistakes.
Would we shift more to apprenticeship how to teaching and less transmission of information teaching.
Could we move more transmission of information teaching offline to homework or look up later?