Revealing Student-Expert and Student-Student Interaction in Learning Radiology: Blocked Versus Interleaved Practice

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Creative Approaches to Pedagogy and Curriculum in the Professions (Table 9)

Abstract

Learning radiology can be a challenging task, particularly regarding the precise verbal strategies utilized by experts and students to optimize learning. Additionally, there is a scarcity of robust research on the impact of students utilizing interleaving or blocking strategies while learning in pairs. To bridge this gap, a two-phase observational study was conducted. It revealed that during peer learning, verbal communication primarily comprised questioning, disclosure, and confirmation. In contrast, student-expert interactions involved interpretation, reflection, questioning, disclosure, confirmation, and advisement. Although no differences were observed between blocked versus interleaved practice, their impact was evident during verbal communication. It would therefore be beneficial to conduct an experimental study to explore the dynamics of communication during peer learning and expert-student interactions.

Authors

• Anna Isahakyan, Maastricht University

• Maryam Asoodar, Maastricht University

• Ellen Kok, Utrecht University

• Bjorn De Koning, Erasmus University Rotterdam

• Fred Paas, Erasmus University Rotterdam