Designing Education for Professional Expertise Development

Elvira, Quincy; Imants, J.G.M.; Dankbaar, Ben; Segers, Mien

doi:10.1080/00313831.2015.1119729

Cited by 41 publications

(36 citation statements)

References 57 publications

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“…Under the assumption that expertise is a level of proficiency that novices can achieve, expertise research has tried to develop instructional methods to support clinical teachers in helping their students to develop the types of knowledge representations, ways of thinking, and social practices that lay the foundations for the development of expertise. It is widely accepted that educational practices play an important role in creating (or inhibiting) the preconditions for expertise [10,11].…”

Section: Introductionmentioning

confidence: 99%

How novice and expert anaesthetists understand expertise in anaesthesia: a qualitative study

St.Pierre

Nyce

2020

BMC Med Educ

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Background: The development of expertise in anaesthesia requires personal contact between a mentor and a learner. Because mentors often are experienced clinicians, they may find it difficult to understand the challenges novices face during their first months of clinical practice. As a result, novices' perspectives may be an important source of pedagogical information for the expert. The aim of this study was to explore novice and expert anaesthetists understanding of expertise in anaesthesia using qualitative methods. Methods: Semi-structured interviews were conducted with 9 novice and 9 expert anaesthetists from a German University Hospital. Novices were included if they had between 3 and 6 months of clinical experience and experts were determined by peer assessment. Interviews were intended to answer the following research questions: What do novices think expertise entails and what do they think they will need to become an expert? What do experts think made them the expert person and how did that happen? How do both groups value evidence-based standards and how do they negotiate following written guidance with following one's experience? Results: The clinical experience in both groups differed significantly (novices: 4.3 mean months vs. experts: 26.7 mean years; p < 0.001). Novices struggled with translating theoretical knowledge into action and found it difficult to talk about expertise. Experts no longer seem to remember being challenged as novice by the complexity of routine tasks. Both groups shared the understanding that the development of expertise was a socially embedded process. Novices assumed that written procedures were specific enough to address every clinical contingency whereas experts stated that rules and standards were essentially underspecified. For novices the challenge was less to familiarise oneself with written standards than to learn the unwritten, quasi-normative rules of their supervising consultant(s). Novices conceptualized decision making as a rational, linear process whereas experts added to this understanding of tacit knowledge and intuitive decision making. Conclusions: Major qualitative differences between a novice and an expert anaesthetist's understanding of expertise can create challenges during the first months of clinical training. Experts should be aware of the problems novices may have with negotiating evidence-based standards and quasi-normative rules.

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Section: Introductionmentioning

confidence: 99%

How novice and expert anaesthetists understand expertise in anaesthesia: a qualitative study

St.Pierre

Nyce

2020

BMC Med Educ

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“…This was described in the categories The lecturer made the lectures vivid and The student was helped to capture the essential points of a subject. A "good" lecture increases understanding of the subject and offers a structure for understanding the context (Gysbers et al, 2011), especially for the development of professional expertise, such as in nursing education (Elvira, Imants, Dankbaar, & Segers, 2017). Lecturers who are engaged and allow the discussion to occur during lectures also stimulate attendance.…”

Section: Results Discussionmentioning

confidence: 99%

To Attend or Not—The Reasoning Behind Nursing Students’ Attendance at Lectures: A Qualitative Study

Forsgren

Christensson

Rudolfsson

et al. 2020

Scandinavian Journal of Educational Research

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There is a rising tendency for students in higher education not to attend lectures. Therefore, the aim of the study was to describe the reasoning behind nursing students' decisions on whether or not to attend lectures. This qualitative study was performed in a nursing education programme at a Swedish University. One hundred and thirty-one students participated. Data were collected through a questionnaire comprising open-ended questions. Qualitative content analysis was performed. The results are presented in eight categories: four concerning reasons for attending lectures and four concerning reasons for not attending lectures. Decisions, both to attend and to not attend lectures, were based on conscious choices guided by the students' self-governing of their own personal needs for learning.

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“…Bransford et al (2000) noted that one thing that sets experts apart is that their knowledge is conditionalized (see also Renkl & Mandl, 1996;Swan et al, 2020;Whitehead, 1929). Not only do they have knowledge of concepts and procedures, but they also understand the conditions under which to apply that knowledge (Amolloh et al, 2018;Elvira et al, 2017;Lorch, Lorch, & Klusewitz, 1993). As Barrotta and Montuschi (2018) put it, experts have "knowledge of the specific relevant circumstances to which [theory] is applied" (p. 390).…”

Section: Types Of Knowledgementioning

confidence: 99%

“…Hopefully, their university experience provides them with the necessary foundation to perform well in the workplace. University professors serve as a primary resource to assist in developing this expertise (Elvira, Imants, Dankbaar, & Segers, 2017). In higher education, however, faculty are generally hired for their research expertise in the field.…”

Section: Introductionmentioning

confidence: 99%

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

Cardenas

West²,

Swan³

et al. 2020

Red

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En la educación superior, los profesores generalmente se contratan por su experiencia en el campo. Han recibido una amplia formación en la disciplina, pero han recibido una formación limitada en la enseñanza. Por lo tanto, luchan de dos maneras para enseñar y desarrollar la experiencia en los principiantes: en primer lugar, a menudo no saben cómo funciona su propia experiencia intuitiva y, en segundo lugar, carecen de una estrategia pedagógica para enseñar a los estudiantes su toma de decisiones intuitiva y experta. En este artículo, sintetizamos la literatura sobre estas dificultades para expertos. Luego, discutimos cómo DBL (aprendizaje basado en decisiones) usa el análisis de tareas cognitivas para ayudar a los expertos a hacer explícito su conocimiento y cómo DBL puede ser una solución pedagógica apropiada para muchos profesores universitarios. Finalmente, proporcionamos estudios de caso de DBL en acción y discutimos cómo la tecnología educativa puede apoyar la teoría y la práctica del aprendizaje basado en decisiones. In higher education, faculty are generally hired for their expertise in the field. They have received extensive training in the discipline but have received limited training in teaching. Thus, they struggle in two ways to teach and develop expertise in novices: First, they are often blind to how their own intuitive expertise functions, and second, they lack a pedagogical strategy to teach their intuitive expert decision-making to students. In this paper, we synthesize the literature on these difficulties for experts. We then discuss how DBL uses cognitive task analysis to help experts make their knowledge explicit and how DBL may be an appropriate pedagogical solution for many university professors. Finally, we provide case studies of DBL in action and discuss how educational technology can support the theory and practice of Decision-based Learning.

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Designing Education for Professional Expertise Development

Cited by 41 publications

References 57 publications

How novice and expert anaesthetists understand expertise in anaesthesia: a qualitative study

How novice and expert anaesthetists understand expertise in anaesthesia: a qualitative study

To Attend or Not—The Reasoning Behind Nursing Students’ Attendance at Lectures: A Qualitative Study

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

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