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Thomas Jaarsma1, Henny P A Boshuizen2, Halszka Jarodzka2

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Apprentice participation in microscope operation enhances clinical pathology training. Increased learner involvement in visual problem-solving tasks leads to better master guidance and adaptation, improving diagnostic skill acquisition.

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Area of Science:

  • Medical Education
  • Pathology
  • Cognitive Science

Background:

  • Visual problem-solving is crucial in knowledge-intensive fields like clinical pathology.
  • Medical training often relies on apprenticeship, where masters guide trainees through tasks.
  • Effective guidance requires interaction and adaptation to the learner's expertise level.

Purpose of the Study:

  • To investigate how increased learner participation affects master guidance during visual problem-solving tasks.
  • To analyze the impact of apprentice microscope operation on interaction and adaptation in master-apprentice dyads.

Main Methods:

  • Thirteen clinical pathologist-resident dyads diagnosed six microscope images.
  • Dialogues were analyzed for content, interaction (equal contribution), and adaptation (content tailored to apprentice level).
  • Dyads were grouped by apprentice experience, with each participant operating the microscope for half the cases.

Main Results:

  • Apprentices contributed more to dialogues when they operated the microscope.
  • The content of the dialogues demonstrated better adaptation to the apprentice's expertise level during increased participation.
  • Results supported the hypothesis that higher apprentice involvement enhances interaction and adaptation.

Conclusions:

  • Increased apprentice participation in visual tasks, such as microscope operation, improves the quality of master guidance.
  • Effective learning of visual problem-solving requires not only observing the master but also active engagement by the apprentice.
  • This study highlights the importance of learner-centered approaches in specialized professional training.