Where we do get a reflection, is during the learning conversation, but otherwise, I battle to get anything meaningful from them, that is documented in the portfolio.
Through social media, students and their tutors are able to engage in a new way – the learning conversation has become more egalitarian and has moved out of the classroom.
The Natural History Museum's approach to conducting learning conversations about evolution with visitors in the galleries is described.
This role is to resource and, at the same time, to frame and direct, learning conversations amongst small groups of children.
However, the process of thinking deeply about how we communicate evolution, and retain visitors' engagement in gallery conversations, has built the skills, knowledge, and confidence of our educators and has had a lasting impact on the quality of learning conversations in our galleries.
Educational meetings between registrars and supervisors provide the opportunity for a range of different types of learning conversations [ 44].
This form of deep learning, as opposed to lecture style didactic surface learning, assumes intrinsically motivated registrars, actively involved in their own learning, exploring their thinking in learning conversations with supervisors and others [ 28- 30].
While most participants reported that this happened 1 2 weekly, which is encouraging, these learning conversations were only being captured in the portfolio in just over 70% of cases, making it difficult to know how much learning took place and how to assess it.
4. Creating realistic expectations about the time investment involved, securing perhaps 20 minutes daily for portfolio entries, and weekly or 2-weekly 30 60 minutes for learning conversations and feedback with the supervisor. 5. Investing in competent trainers through recognition, training workshops, secure academic time, and feedback from registrars and training programmes.
The five most formulated intentions to change as described after the second and fourth meetings combined were: 1) formulate PICOs, 2) be more critical towards diagnostic tests, 3) calculate the sensitivity and specificity of tests, 4) search in PubMed and make critical appraisal of an article, and 5) pay more attention to EBM in the learning conversations with the trainee.
It's never too early to learn conversation etiquette.
