In Pursuit of Expertise. Toward an Educational Model for Expertise Development

Firstly, the many characteristics of expertise are examined: they include aspects of pattern recognition, knowledge, skill, flexibility, metacognitive monitoring, available cognitive space and teaching abilities. Secondly, three educational models from different domains(Nursing, Surgical Education,...

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Bibliographic Details
Published in:Advances in health sciences education : theory and practice 2004-01, Vol.9 (2), p.107-127
Main Authors: Dunphy, Bruce C, Williamson, Stacey L
Format: Article
Language:English
Subjects:
Clinical Competence
Curriculum subjects: programmes and methods
Education
Education, Medical
Educational sciences
Expertise
Faculty Development
General Surgery - education
Humans
Learning
Learning Processes
Medical and paramedical education
Medical Education
Medical School Faculty
Medical Schools
Metacognition
Models, Educational
Nursing Education
Pattern Recognition
Psychomotor Performance
Teacher Effectiveness
Teaching Methods
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Summary:Firstly, the many characteristics of expertise are examined: they include aspects of pattern recognition, knowledge, skill, flexibility, metacognitive monitoring, available cognitive space and teaching abilities. Secondly, three educational models from different domains(Nursing, Surgical Education, Education) are analysed, compared and contrasted, in relation to both educational approach and the development of expertise. Thirdly, a new model for the development of expertise is proposed, incorporating aspects of each of the three previously discussed models. Within this new model, four phases of development are proposed, culminating in the achievement of expertise. Furthermore, it is noted that under certain circumstances performance can deteriorate, and that with appropriate support, there can be recursion back through earlier phases of development. Significant implications for both healthcare education and practice are discussed, in relation to concepts of expertise, potential educational approaches and the proposed model for the development of expertise.
ISSN:1382-4996
1573-1677
DOI:10.1023/B:AHSE.0000027436.17220.9c