"I'd be watching him contour till 10 o'clock at night": Understanding Tensions between Teaching Methods and Learning Needs in Healthcare Apprenticeship

Apprenticeship is the predominant method for transferring specialized medical skills, yet the inter-dynamics between faculty and residents, including methods of feedback exchange are under-explored. We specifcally investigate contouring: outlining tumors in preparation for radiotherapy, a critical skill that when performed subpar, severely degrades patient survival. Interviews and design-thinking workshops ( = four faculty; six residents) revealed misalignment between teaching methods and residents who desired timely, relevant, and diverse feedback. We further discuss reasons: overlapping learning content and strategies to ease tensions between clinical and teaching duties, and lack of support for exchange of cognitive processes. The follow-up survey study ( = 67 practitioners from 31 countries), which contained annotation and sketching tasks, provided diverse perspective over efective feedback elements. We lastly present sociotechnical implications in supporting faculty's teaching duties and learners' cognitive models, such as systematically leveraging senior learners in providing case-based guidance and supporting double-sided fow of cognitive information via in-situ video snippets.

• Human-centered computing → Empirical studies in HCI .