Had a moment with a medical student the other day where we candidly spoke about how unnecessarily harsh the medical learning environment can be.

Generously put, a kind of "socratic method" is often used to teach. It can be relentless and demoralising to be asked question after question until you can't answer, but importantly, I think it is because this process rarely allows learners to calibrate their expectations of themselves.

It doesn't tell them if they "good enough" for their stage.

Is it already that time of the day for tea and reruns of QI?

J boosted
«We've deleted punctuation in the corpus, but we may have had better results by keeping them.»

DeepLearning: «I have no idea what I'm doing»

Principles of Corticocortical Communication: Proposed Schemes and Design Considerations. Adam et al., 2020
doi.org/10.1016/j.tins.2020.07

Lovely review of 4 broad mechanisms of brain region communication

1. Synchronicity: phase/frequency locked spiking activity

2. Coherence: coordination by inhibitory caudal-rostral gamma waves

3. Subspace channels: coordination by tuned firing patterns

4. Pulvinar coordination: direct communication gated by thalamic pulvinar projections

Hello! I am in health care, and my background is in computing and the environment. I have taken a pause from research but perhaps will return, and so have joined the fediverse to look for community and inspiration.

Scholar Social

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