>> So what did you think about that one? >> I thought that it was a really good example of somebody supervising, coming in and allowing the learner to just sit there and take a history. Not interrupt. You know she was listening to the whole thing but she was sitting down and. And really letting Morgan take the lead. >> Yeah, agree. It's kind of what we would have, what we talked about Josh doing with previous one. >> Yeah. >> And so you just really kind of let her, do what she needed to do. >> Mm-hm. >> So, in a, in a previous session we have talked about the RIME scheme, of the Reporter Interpreter Manager Educator. What level did you think that Morgan was at? >> It definitely seemed she was at the reporter level. >> Mh-hm. >> She was doing a very good job, taking a detailed history and Emily seemed, seemed confident her, in letting her do that. >> Mh-hm. >> And it didn't seem like things were or, or ask further questions. >> I think that's true, so that, so that you can actually see that she's thinking through what the differential of the patient problem is. And so as a, as a intruster, as a supervisor, you can kind of just sit back and watch it happen until something- >> Great. >> Goes awry. >> Right, right. >> And so. >> Yeah, was organized, she wasn't all over the place. It was very clear what her differential and what she was thinking. >> Yeah, and so I think it is important to actually watch. To watch the learners by direct observation so that we're not just trusting what they tell us, but we're trusting what they do. And that that's, it's in some ways, it's less entrustment because you're in the room directly supervising, but in other ways it's more entrustment because you're able to see what they can really do and how they do it. Yeah. >> But not intervening. >> Absolutely, it helps inform your future interactions with them, because you have seen that they are capable of doing that, so that you let them have that freedom in the future. I think it is also nice, the patients also realize that you trust this person to do this, because you are not jumping into their toes, you letting them take the lead. >> Yeah, yeah I agree, that was good, thanks.