| Introduction: Learners experience a variety of emotional and cognitive responses when exposed to experiential training. To optimize facilitation of learning, communication coaches must understand the phases of learning, the typical response to that phase, and the learners’ needs. Wackman’s 1976 description of the progression of skills is often used as a foundation for coaches. This model may not completely reflect the stages of learning required of contemporary healthcare providers. Therefore, an update to this new model may be indicated. Objective: Define a more complete competency curve for communication and clinical reasoning using best evidence in medical education. Methods: A thorough literature search was conducted related to clinical reasoning, clinical communication, and stages of learning. A revised model was developed and is being tested for authenticity and utility. Findings: The revised competence curve further augments the coaching process as well as curricular design. Unconscious incompetence, conscious incompetence, conscious competence and unconscious competence have been well described. The potential of moving from unconscious competence to unconscious incompetence has been illuminated with more focus on clinical reasoning and cognitive short-cuts. The trajectory of veterinary training should be toward reflective competence. Discussion: Learners must understand metacognition and its role in supporting their learning process as well as in voiding cognitive errors. Drawing particular attention to the reflective and metacognitive aspects of learning may be a strong influence in delineating practiced non-experts, routine experts, and adaptive experts. Part one of a two-part presentation Authors:
CARY, Julie* Clinical Communication Program, Washington State University College of Veterinary Medicine, Pullman WA, USA |