Thematic Case Reviews

In these thematic reviews, the organisation and presentation of cases will be based on the latest educational research, including literature exploring the role of expertise in radiologic image interpretation; how to promote active learning in radiology trainees, and activities to simulate how experts through deliberate practice generate a holistic high-level representation of the image, which then fine-tunes the perception of potential lesions. These reviews will leverage on the large database of online published and unpublished (at the moment) "normal" and "abnormal" cases. Selected use of didactic instructional videos will be included.



Friday, 21 October 2011

Cognitive Apprenticeship

1. Developing into an expert radiologist involves mastering a set of complex task skills.

2. This includes "running the service" - prescribing the optimal imaging technique to address the clinical problem, protocolling the study, modifying the study "in real time" to take into account (unexpected) findings during the radiological examination, and interacting with technical and clinical staff to both optimize the examination, and convey the relevant radiological information that will facilitate clinical management of the patient.

3. The cognitive aspects of making a radiological diagnosis involve the "see, recognize, and diagnose" three step process described in the earlier blogpost.

4. The role of the trainee resident or fellow in radiology requires a combination of focus, application, sustained effort, and dedication to learn; coupled with a high level of professional responsibility and commitment to learning and practicing the craft of radiology.

5. Ultimately, learning requires active application of effort - learning by doing, with feedback on performance. Passive observation does not lead to true learning or the functional ability to perform in better ways. A combination of reflection, and repeated attempts to apply knowledge and skills is required to "learn" anything. This is an active process. Increasing expertise is acquired by "deliberate practice"
http://www.missiontolearn.com/2010/04/deliberate-practice/

6. The role of the instructor in radiology is to "coach", guide and facilitate this learning process in a positive way.

7. An example of a systematic positive coaching paradigm comes from coaching in sports, where the players or learners are reminded that they have total control over three aspects of performance - effort, learning from experience, and response to mistakes - ELM framework
http://opinionator.blogs.nytimes.com/2011/10/20/the-power-of-positive-coaching/?src=me&ref=general

8. A useful way of thinking about the trainee - instructor interaction is to reflect on the idea of "cognitive apprenticeship"
http://en.wikipedia.org/wiki/Cognitive_apprenticeship

more in the next post

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