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

Dunphy, Bruce C.; Williamson, Stacey

doi:10.1023/b:ahse.0000027436.17220.9c

Cited by 58 publications

(52 citation statements)

References 31 publications

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“…The use of advanced problemsolving processes in the teacher's specific domain of practice requires a large repertoire of declarative and procedural knowledge (2). In addition, it requires advanced knowledge organisation (3) for the teacher to know what intended effects he/she has to achieve (effect), how he/she has to achieve the intended effects (actions) and when and where he/she has to act to achieve the intended effects (situations) (Dunphy and Williamson 2004;Sternberg 1999). The teacher's advanced problem-solving processes (1) lead to successful performance in class, when the teacher has the practical ability (7) to execute the (routine) actions (6).…”

Section: Theoretical Framework For Describing Teachers' Domain-specifmentioning

confidence: 99%

“…This study focuses on describing the new repertoire (2&3) teachers need to acquire and show in practical ability (7) and (routine) actions (6) in class, when teaching a context-based unit and achieving the intended effects. The themes in the new repertoire are formulated as abilities and are described in terms of Dunphy and Williamson's (2004) dimensions effect, actions and situations. The described abilities need to be part of the teacher's repertoire to teach a context-based unit and achieve the intended effects.…”

Section: Theoretical Framework For Describing Teachers' Domain-specifmentioning

confidence: 99%

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Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

et al. 2011

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This study aims to determine and describe the new domain-specific expertise of experienced chemistry teachers in teaching an innovative context-based unit about macromicro thinking in structure-property relations. The construct of 'teachers' domain-specific expertise' was used to analyse the new repertoire chemistry teachers need to acquire to teach a context-based unit and achieve the intended effects of the curriculum innovation. A phenomenological approach of exploration and verification of teachers' new repertoire resulted in the description of seven themes. These themes were related to the new aspects of the unit: the context-setting, the teacher's role and the new content. In addition, the results show that the theoretical framework of teachers' domain-specific expertise is feasible for the analysis and description of their new repertoire in the domain of teaching a contextbased unit. Further research is necessary to explore the use of the framework from the perspective of teachers' professional development, where affective components in teachers' learning processes play an important role.

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Section: Theoretical Framework For Describing Teachers' Domain-specifmentioning

confidence: 99%

Section: Theoretical Framework For Describing Teachers' Domain-specifmentioning

confidence: 99%

Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

et al. 2011

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“…Durant la première phase, dite phase cognitive, l'apprenant reçoit les informations verbales, écrites ou encore schémati-sées, pour la réalisation de la technique. C'est la phase « novice » des cinq niveaux d'expertise de Dreyfus et al [18] , celle où surviennent les erreurs. Pour Fitts, la seconde phase est dite associative, au cours de laquelle l'apprenant corrige ses erreurs jusqu'à une assimilation de la technique enseignée.…”

Section: Résultatsunclassified

Évaluation clinique de l'efficacité de l'entraînement sur simulateur à la réalisation de nœuds intracorporels par les internes de chirurgie : un programme mis en place dans un service de chirurgie pédiatrique

et al. 2011

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Évaluation clinique de l'efficacité de l'entraînement sur simulateur à la réalisation de noeuds intracorporels par les internes de chirurgie : un programme mis en place dans un service de chirurgie pédiatrique Clinical evaluation of intracorporeal knot tying simulations by surgical residents: a pediatric surgery study Isabelle Abstract -Objective: Learning endoscopic procedures in the operating area during surgery residencies is becoming increasingly challenging even though more and more laparoscopic procedures can be carried out. As a result, additional complications may occur due to a lack of training. We evaluated the clinical impact of a laparoscopic training program on acquiring basic laparoscopic skills, such as intracorporeal knot tying in pediatric surgery centres. Material and methods: Fourteen surgery residents were assigned in two randomised groups: a training group (n = 7) and a control group (n = 7). Each resident carried out an initial endoscopic intracorporeal knot during a laparoscopic inguinal hernia repair in a child followed by a second knot several weeks later. The control group did not perform any other endoscopic intracorporeal knot tying during the study. The training group benefited from pelvic area training. Each knot was recorded. In addition, the time it took to make each knot and the quality of each procedure were analysed. Results: The criteria were improved for the second knot in the training group while it was not in the control group. Conclusion: Laparoscopic training on simulators helps speed up the basic skill learning curve of surgical residents and has a real impact on clinical practice. Moreover, patients benefit directly from this type of training since there are few complication risks in the early part of learning.

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“…The expertise literature describes that an expert appears to be able to generate more options, to consciously evaluate potential strategies, is conscious of all features of the situation, and assesses events on an ongoing basis as they unfold (Dunphy and Williamson 2004). In doing so, expertise can be described in terms of a higher level of meaning construction, and an expert is able to more effectively focus attention on key information.…”

Section: Metacognitionmentioning

confidence: 99%

Cognitive elements in clinical decision-making

Dunphy

Cantwell

Bourke

et al. 2009

Adv in Health Sci Educ

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Physician cognition, metacognition and affect may have an impact upon the quality of clinical reasoning. The purpose of this study was to examine the relationship between measures of physician metacognition and affect and patient outcomes in obstetric practice. Reflective coping (RC), proactive coping, need for cognition (NFC), tolerance for ambiguity, state-trait anxiety and metacognitive awareness were assessed for obstetricians (n = 12) who provided intra-partum care to 4,149 women. Outcome measures included delivery mode and intrapartum asphyxia. Analysis was carried out using logistic regression and tree-based classification. Obstetricians with high RC scores were more likely to perform a caesarean section (OR 1.59, p < 0.0001), less likely undertake a mid-forceps or low forceps delivery (OR 0.41, p < 0.0001; OR 0.49, p < 0.0001), and more likely to supervise a spontaneous vaginal delivery (OR 1.17, p = 0.08). Obstetricians with high NFC scores were more likely to perform a caesarean section (OR 1.53, p = 0.03), more likely to undertake a vacuum delivery (OR 5.8, p = 0.001), less likely undertake a mid-forceps delivery (OR 0.45, p = 0.02) and less likely to supervise a spontaneous vaginal delivery (OR 0.47, p < 0.0001). Obstetricians high in trait anxiety were more likely to perform a mid forceps delivery (OR 2.49, p = 0.01) or a vacuum delivery (OR 5.08, p = 0.003), and less likely to supervise a spontaneous vaginal delivery (OR 0.38, p < 0.0001). NFC was negatively associated (OR 0.10, p < 0.001) and trait anxiety was positively associated with intrapartum asphyxia (p < 0.05, rho = 0.582). In summary, physician cognitive processes and affect have a significant impact on patient outcomes, particularly in situations where there is a higher level of clinical unpredictability.

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

Cited by 58 publications

References 31 publications

Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

Évaluation clinique de l'efficacité de l'entraînement sur simulateur à la réalisation de nœuds intracorporels par les internes de chirurgie : un programme mis en place dans un service de chirurgie pédiatrique

Cognitive elements in clinical decision-making

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