A framework of personal and environmental learning‐based strategies to foster therapist expertise

Abstract

This article presents a framework of strategies by which to foster the expertise of therapists who work in community‐based clinical service organizations. The framework is based on theories of competence development and learning, and amalgamates strategies identified in a review of the expertise literature in the fields of physical therapy, occupational therapy, medicine, nursing, education, and counselling and psychotherapy. The framework outlines three main types of strategies: (i) personal experience to develop skills and knowledge (personal level strategies), (ii) the provision of supports and resources (person–environment ‘fit’ strategies), and (iii) work‐place opportunities (environmental strategies). Together, these strategy groups provide a comprehensive understanding of ways to facilitate experiential, instructional and observational learning for practicing therapists. Implications for managers and therapists are discussed, including the importance of acquiring ‘soft’ competencies, ensuring various forms of feedback, and establishing supportive, learning‐oriented work environments.

Continuing Competence Trends of Occupational Therapy Practitioners

“…Another essential approach to continuing competence is the use of reflective practices in the work setting for analyzing situations, fostering learning interactions with colleagues, and developing self-awareness and meaning through case analysis (King, 2009). Occupational therapy practitioners note that having interactions with clients and colleagues as a part of the client care decision-making process promotes competence in practice (Anderson, 2001;Craik & Rappolt, 2003).…”

“…Studies indicate that continuing competence practices of health care professionals are dependent on the practitioner's personal skill characteristics, self-motivation, and reflective practices for critical reasoning regarding the knowledge to integrate and apply evidence for clinical case situations (Craik & Rappolt, 2003;Lieff & Albert, 2012;Strickland, 2003;Zimmerman, 2008 (King, 2009). …”

“…The process of experiential learning, conducive to expertise development, consists of engaging in direct experiences with clients, obtaining feedback from multiple sources, reflecting on understanding, and thinking about how individual's practice (King, 2009 …”

“…Therapists use self-directed and workplaceorganized professional development opportunities to develop and maintain competence in practice areas of occupational therapy (King, 2009;Rivard Magnan, 2010). Work environments that offer support, competence monitoring, a learning culture, and the promotion of new learning appear to influence occupational therapy practitioners' performance for continuing competence behaviors (Lysaght et al, 2001).…”

A Qualitative Study of Workplace Factors Influencing Expertise in the Delivery of Children’s Education and Mental Health Services

“…The research was guided by a transdisciplinary, developmental perspective [10] and an interactional model [11]. In this model, expertise is considered to require certain capacities and motivation on the part of the individual, particular types of experiences, and an environmental context that provides supports and opportunities for optimal experiences and the processing of experience [11].…”