topic: [[Learning]] created: 2024-01-02 *Talking about your thought process out loud helps learners start to see how your expertise has developed.* This reminds me of [[adaptive expertise]], solving problems that require novel solutions is higher order. This reminds me of Scott Winegart's shadow boxing episodes, and how it can help expertise develop. At the same time, the expert can become a super-expert if they continuously have to describe why they do what they do. “Cognitive apprenticeship: Have learners think aloud when solving problems to allow for assessment of conceptual understanding.1” (Branzetti et al., 2023, p. 1) An apprenticeship model can help learners see your learning while you [[modeling vulnerability]]. ##### What would the opposite argument be? There is a tension in the idea that self-assessment should be a big part of this apprenticeship because “While suboptimal in quality, the preponderance of evidence suggests that physicians have a limited ability to accurately self-assess. The processes currently used to undertake professional development and evaluate competence may need to focus more on external assessment.” (Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R. T. K. E., Thorpe, K. E., & Perrier, L., 2006, p. 1) tags: #note/idea | #on/teaching | #on/learning | #on/learningleader ##### Sources: Branzetti, J., Hopson, L. R., Gisondi, M. A., & Regan, L. (2023). Training for Adaptive Expertise: Why, What, and How. _Academic Medicine_, _Publish Ahead of Print_. [https://doi.org/10.1097/ACM.0000000000005217](https://doi.org/10.1097/ACM.0000000000005217) Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R. T. K. E., Thorpe, K. E., & Perrier, L. (2006). Accuracy of Physician Self-assessment Compared With Observed Measures of Competence: A Systematic Review. _JAMA_, _296_(9), 1094–1102. [https://doi.org/doi:10.1001/jama.296.9.1094](https://doi.org/doi:10.1001/jama.296.9.1094)