Deliberate practice and mastery learning: origins of expert medical performance

McGaghie, William C.; Kristopaitis, Theresa

doi:10.1002/9781118838983.ch19

Cited by 17 publications

(14 citation statements)

References 68 publications

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“…Since then, many definitions have emerged. In the nursing profession, McGaghie and Kristopaitis [10] defined DP as a concept where learners are ''engaged in difficult, goal-orientated work, supervised by teachers, who provide feedback and correction, under conditions of high achievement expectations, with revision and improvement''. Most definitions appear to focus on ''repetitive performance'' of cognitive and motor skills and some form of formal ''feedback'' mechanism inherent in the DP concept, which allows for correction and scaffolding of learning the skill.…”

Section: What Is Dp?mentioning

confidence: 99%

Exploring the Role and Application of the Deliberate Practice Concept in Radiation Therapy

Chamunyonga

Edwards

Caldwell

et al. 2018

Journal of Medical Imaging and Radiation Sciences

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The concept of deliberate practice (DP) has been extensively applied to the development of skill and expert performance in many domains of professional practice. Although it has been widely reviewed in other health professions, there is a lack of evidence on its application in radiation therapy practice. This article aims to explore the concept of DP and how it can be applied to radiation therapy practice. The authors define DP, why it is essential, and how it can be implemented in radiation therapy. Evidence from the DP literature in the health professions was used to clarify the guiding principles for successful DP implementation within both the clinical and educational contexts. While the authors encourage radiation therapy practitioners to engage in DP approaches, every profession utilizing DP will develop strategies unique to the individual discipline. Hence, rather than imitating other professions, it is essential that radiation therapists engage evidence-based approaches that will generate empirical evidence to model radiation therapy-specific DP approaches. R ESUM E La notion de pratique d elib er ee a et e appliqu ee a grande echelle au d eveloppement des comp etences et de l'expertise dans plusieurs domaines de la pratique professionnelle. Bien qu'elle ait et e largement examin ee dans d'autres professions de la sant e, il y a peu de donn ees probantes sur son application dans la pratique de la radiographie. Cet article vient examiner le concept de la pratique d elib er ee et son application a la radioth erapie. Les auteurs d efinissent la pratique d elib er ee, son caract ere essentiel et la façon dont elle pourraitêtre appliqu ee a la radioth erapie. Les donn ees probantes sur la pratique d elib er ee dans la litt erature scientifique sur les professions de la sant e ont et e utilis ees pour clarifier les principes directeurs d'une mise en oeuvre r eussie de la pratique d elib er ee en radioth erapie dans le contexte clinique et p edagogique. Bien que les auteurs encouragent les praticiens en radioth erapie a adopter les approches de pratique d elib er ee, chaque profession utilisant la pratique d elib er ee d eveloppera des strat egies propres a sa discipline. Par cons equent, plutôt que d'imiter d'autres professions, il est essentiel que les radioth erapeutes s'engagent dans des approches fond ees sur les el ements probants qui permettront de g en erer des donn ees empiriques pour la mod elisation d'approches de pratique d elib er ee sp ecifiques a la radioth erapie.

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Section: What Is Dp?mentioning

confidence: 99%

Exploring the Role and Application of the Deliberate Practice Concept in Radiation Therapy

Chamunyonga

Edwards

Caldwell

et al. 2018

Journal of Medical Imaging and Radiation Sciences

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“…Simulation is required in medical education for a number of reasons. The natural method of teaching clinicians advocated by Osler (1903)—unstructured clinical experience—was shown to be educationally ineffective [ 7 ]. Therefore, the focus of medical education and training shifted to a competency- or outcome-based model of teaching and learning where objectives and outcomes, assessment and feedback, and practice and supervision became the norm [ 8 ].…”

Section: Simulation-based Educationmentioning

confidence: 99%

“…To effectively use SBE to support transitions requires a number of considerations which draw on the wider literature on deliberate practice. First, the simulated scenarios or tasks must be linked to well-designed learning objectives which are appropriately aligned with the learner’s stage of training and to areas known to be problematic at that transition point [ 7 , 11 , 39 ]. Given, for example, most UK medical students feel adequately trained in terms of basic medical knowledge, history taking, and certain clinical skills, but less confident in other areas, including non-technical skills, such as prioritisation and teamwork [ 29 ], then SBE to support the transition between medical school and internship could usefully focus on the latter areas.…”

Section: How Can Sbe Support Transitions In Medical Education?mentioning

confidence: 99%

Supporting transitions in medical career pathways: the role of simulation-based education

et al. 2016

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Transitions, or periods of change, in medical career pathways can be challenging episodes, requiring the transitioning clinician to take on new roles and responsibilities, adapt to new cultural dynamics, change behaviour patterns, and successfully manage uncertainty. These intensive learning periods present risks to patient safety. Simulation-based education (SBE) is a pedagogic approach that allows clinicians to practise their technical and non-technical skills in a safe environment to increase preparedness for practice. In this commentary, we present the potential uses, strengths, and limitations of SBE for supporting transitions across medical career pathways, discussing educational utility, outcome and process evaluation, and cost and value, and introduce a new perspective on considering the gains from SBE. We provide case-study examples of the application of SBE to illustrate these points and stimulate discussion.

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“…DP has been applied successfully to the acquisition of psychomotor skills in these areas . More recently, there have been compelling arguments for the adoption of DP theory to facilitate skills acquisition in healthcare professions such as Nursing and Medical practice . Eppich et al postulate that the goal is to make learning deliberate, clear, and objective with ample time allowed for skill progression.…”

Section: Introductionmentioning

confidence: 99%

“…Sperry suggests that DP should be ‘intentional’ and be aimed at achieving a level of expertise that is beyond an individual's level of proficiency. In the context of medical education, McGaghie and Kristopaitis provided a much broader definition of DP as a concept where learners are ‘engaged in difficult, goal‐orientated work, supervised by teachers, who provide feedback and correction, under conditions of high achievement expectations, with revision and improvement’. Harris et al simply defined DP as a means by which human performance can be iteratively improved, adding an effective coach who gives the student the best chance to improve more quickly than simply spending time ‘just doing’.…”

Section: Introductionmentioning

confidence: 99%

The role of deliberate practice in development of essential sonography skills

2018

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The role of deliberate practice (DP) theory in the development of expert performance has been widely studied. This paper reviews the concept of DP and the various factors that could impact the development or refining of essential sonography skills for students and practitioners. In this article, the authors review the concept of DP for its potential benefits and limitations in Medical Sonography education and its potential impact on the future calibre of practitioners. The paper encourages both novice and experienced practitioners to rethink how DP could enhance the notion of grasping a skill. Evidence from various areas of practice including the health professions has been used to argue that sonographers can successfully incorporate DP. This review opens up the opportunity for further conversations on how various skills could be isolated and improved using DP theory, with the primary aim of improving the quality of patient care in sonography practice.Funding: None. Conflict of interest: None.Sonography 5 76-81

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Deliberate practice and mastery learning: origins of expert medical performance

Cited by 17 publications

References 68 publications

Exploring the Role and Application of the Deliberate Practice Concept in Radiation Therapy

Exploring the Role and Application of the Deliberate Practice Concept in Radiation Therapy

Supporting transitions in medical career pathways: the role of simulation-based education

The role of deliberate practice in development of essential sonography skills

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