Sep 4, 2017
Before Google images and digital cameras, drawing was taught as an essential skill for scientist. This was the most effective way to communicate and teach findings. In addition, this allowed scientist to enhance their observation and identify holes within the way they see structures of study. As clinicians we are commonly put in situations where we need to be able to recognize patterns, visual cues, and structures. The problem is recognition can only be as good as our initial exposure and perception to the source of interest. For example; when Paramedic students are studying the airway anatomy, the main object on their mind is the vocal cords. They commonly will bury their blade into the hypopharynx and quickly become lost in a sea of pink tissue. They aren't looking for the epiglottis, they are on a mission to find the vocal cords. Their initial perception was obscured by their procedural momentum. How Do We Fix This? A few years I incorporated something I call " Illustrative Competence" into my practice. This is the ability re-create something from scratch. All you need to test your knowledge of vital memory aided images is a blank piece of paper and pencil. Below are three experiments for you to try out. Do not become frustrated if this proves to be difficult at first. Remember you are not testing your ability to draw, but rather looking for holes in your cognitive gallery. Draw a normal 1 2 lead from scratch. Sketch out the anatomy of the airway. Illustrate the cardiac conduction cycle. Now check out the podcast!