Does Practice Make Perfect?

Boshuizen, Henny P. A.

doi:10.1007/1-4020-2094-5_5

Cited by 19 publications

(13 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, theories about expertise development (cf. Boshuizen, 2004;Ericsson et al, 2006) do suggest that experienced psychodiagnosticians should outperform novices. This highlights the importance of examining differences in memory between experience groups and the possible relations to diagnostic accuracy.…”

mentioning

confidence: 93%

“…More practice also leads to the ability to expand working memory by storing more comprehensive mental representations in long-term memory (Montgomery, Lipshitz, & Brehmer, 2005;Vicente & Wang, 1998). Experts have superior memory for abstract features of problems in their domain, due to their vast and well-connected domain knowledge base and knowledge encapsulation (Boshuizen, 2004). In the mental health domain more experienced clinicians are indeed found to remember information differently than novices (Brailey et al, 2001).…”

mentioning

confidence: 97%

“…Gaining clinical expertise requires extensive theoretical education and practical training (Boshuizen, 2004;Feltovich, Prietula, & Ericsson, 2006;Gobet, 1998). With experience, a professional learns to encode domain-specific information differently compared to as a novice, that is, more holistically (Weber, Goldstein, & Barlas, 1995).…”

mentioning

confidence: 98%

See 2 more Smart Citations

Remembering and diagnosing clients: Does experience matter?

Witteman

Tollenaar

2012

Memory

View full text Add to dashboard Cite

Experienced mental health clinicians often do not outperform novices in diagnostic decision making. In this paper we look for an explanation of this phenomenon by testing differences in memory processes. In two studies we aimed to look at differences in accuracy of diagnoses in relation to free recall of client information between mental health clinicians with different levels of experience. Clinicians were presented with two cases, and were asked afterwards, either directly (Study 1) or after 1 week (Study 2), to give the appropriate diagnoses and to write down what they remembered of the cases. We found in Study 1 that the accuracy of the diagnoses was the same for all levels of experience, as was the amount of details recalled. Very experienced clinicians did remember more higher-order concepts, that is, abstractions from the presented information. In Study 2 we found that the very experienced clinicians were less accurate in their diagnoses and remembered fewer details than the novices. In response to these findings we further discuss their implications for psychodiagnostic practice.

show abstract

mentioning

confidence: 93%

mentioning

confidence: 97%

See 1 more Smart Citation

Remembering and diagnosing clients: Does experience matter?

Witteman

Tollenaar

2012

Memory

View full text Add to dashboard Cite

show abstract

“…As professionals learn through routine work tasks, the workplace acts as a site for learning (Boud and Garrick, 1999). Learning and development opportunities, therefore, are situated within the workplace and co-exist with expert practice (Boshuizen, 2004). The workplace context and culture influences and shapes learning, as professionals expand and develop their practice (Fuller and Unwin, 2003;Unwin and Fuller, 2004).…”

Section: Professional Work and Learningmentioning

confidence: 99%

The Role of Professional Learning in Addressing Global Challenges: Tensions and Innovations Associated With AMR

2019

View full text Add to dashboard Cite

Changing work practice is critical when addressing global challenges. The expansion of work is mediated by a range of tensions inherent in the complex systems within which global challenges exist. This study examines tensions that inhibit the expansion of work practices contextualized within the global health challenge of Antimicrobial Resistance (AMR). The study traces how an AMR surveillance system is being set up in a low-to-middle-income country in Asia (Country A). The research identifies a range of tensions that need to be considered when designing technology-enhanced learning interventions for professionals. This study is significant in moving technology-enhanced learning toward a wholistic approach that takes into account the work environment. This research takes an original standpoint by placing attention on specific work practices, then examining how technology-supported activities can build capacity. This places professionals at the center of a critical approach examining the ways technologies can add value to their professional lives. This work highlights the importance of professionals' "voice" as a lens through which researchers document their reality. The study calls for a fundamental shift in the orientation of technology-enhanced learning interventions, moving attention toward work practice and mapping supporting technologies around this, rather than focusing primarily on the technology and planning learning activity with technology tools.

show abstract

“…Knowledge extent and depth refer to the amount of knowledge: the range of topics (extent) and how much is known about each topic (depth). Experts have a wide and deep knowledge base, which allows them to act quickly and accurately, without overlooking important elements of a problem or situation (Boshuizen 2004). Knowledge structure refers to the coherence of knowledge as a system-of-meaning in itself (Wheelahan 2010).…”

Section: Defining Knowledge Qualities For Initial Qualificationmentioning

confidence: 99%

Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Bommel

Boshuizen

Kwakman

2012

Vocations and Learning

Self Cite

View full text Add to dashboard Cite

Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students' theoretical knowledge at initial qualification.Participants were final-year bachelor's students (n=18) in a constructivist professional programme of social work. Students' knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students' knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students' theoretical knowledge learning and which knowledge qualities can be reached by young adults in a four year educational programme.Keywords Theoretical knowledge -Higher professional education -Social workQualitative research -Constructivist education. Van Bommel et al. Qualities of Social Work Students' knowledge 3 Theoretical knowledge in constructivist educationIn higher professional education theoretical knowledge is an important part of the professional knowledge base that is required for initial qualification. Theoretical knowledge consists of facts, concepts, principles and theories, and is important for two reasons (Novak 1998; Tynjälä 2009 effort. Yet it is deemed essential for high quality practice performance (Eraut 1994).Therefore the field of our study, social work education, has a long tradition of using authentic learning contexts, of incorporating substantial periods in practice, and of encouraging active ways of learning. Authentic problems and tasks and active, self-directed learning have been Social work knowledgeIn social work, the role and status of theoretical knowledge is determined by the domain's ill- concerns keeping one's knowledge up to date. As expertise develops, knowledge tends to become routinized, intuitive and implicit or, ultimately, tacit and very difficult to explicate (Schön 1983). Critical control has become more important with increasing speed of knowledge develop...

show abstract

Does Practice Make Perfect?

Cited by 19 publications

References 17 publications

Remembering and diagnosing clients: Does experience matter?

Remembering and diagnosing clients: Does experience matter?

The Role of Professional Learning in Addressing Global Challenges: Tensions and Innovations Associated With AMR

Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Contact Info

Product

Resources

About