Emotion and learning influence the learning landscape in sonography

Abstract

Introduction: Ultrasound is a rapidly expanding field that requires sonographers to continually update their skills through peer learning for optimal patient care. The exchange of skills between learner and teacher involves the cognitive, psychomotor and affective domains, which form a ‘learning landscape’. Significant literature is available regarding the first two of these, but the integration of affective skills (emotion and communication) is often overlooked. Feedback and feedback literacy are also factors contributing to and developing from the interaction. Therefore, our aim was to expand on our previous work to understand how the learning landscape and role of feedback impact Australian sonographers performing complex arteriovenous fistula (AVF) ultrasound examinations.

Methods: As previously reported, 50 surveys and 16 semi-structured interviews with Australian sonographers on their experience learning a new, complex ultrasound study (AVF) were linked, to report further in-depth findings of their learning experience and the effects of the learning landscape. Recruitment occurred via an Australian professional association. After transcribing the interviews, thematic analysis was conducted and integrated with the survey data.

Results: The combination of survey and interview data allowed the investigation of self-reported levels of competency and confidence, and how this aligned with learners’ subsequent positive and/or negative attitudes towards performing the new study, demonstrating both the influence of the support provided in the initial learning landscape, and the role of feedback / feedback literacy in consequent attitudes to towards the new skill.

Conclusion: The learning landscape significantly influences how learners perceive taught skills and process acquired knowledge. The importance of pedagogical support and resources for both peers and learners, in the areas of the affective domain and feedback literacy, is imperative in peer learning situations to optimise the learning experience.