Moving from Novice to Expertise and Its Implications for Instruction

Abstract

Objective: To address the stages of expertise development, what differentiates a novice from an expert, and how the development and differences impact how we teach our classes or design the curriculum. This paper will also address the downside of expertise and discuss the importance of teaching expertise relative to domain expertise. Summary: Experts develop through years of experience and by progressing from novice, advance beginner, proficient, competent, and finally expert. These stages are contingent on progressive problem solving, which means individuals must engage in increasingly complex problems, strategically aligned with the learner's stage of development. Thus, several characteristics differentiate experts from novices. Experts know more, their knowledge is better organized and integrated, they have better strategies for accessing knowledge and using it, and they are self-regulated and have different motivations.

Impact of multimodal methods to teach advanced cardiovascular life support principles in the core doctor of pharmacy curriculum

“…These experiences included simulations with mannequins that were used to provide real‐world experience with the intent of providing opportunities to apply knowledge, synthesize information, and evaluate cardiac arrest scenarios . These types of activities likely facilitate the movement from novice to advanced beginner, as described in the Dreyfus model . While the novice stage is characterized by learning foundational science related to pharmacotherapy and the fundamentals of pharmacotherapy, the advanced beginner starts to see the bigger picture and identify contextual features of knowledge learned.…”

“…It included 10 questions regarding ACLS knowledge and 19 questions regarding perceptions of skills in an ACLS setting. Perceptions were assessed using the Dreyfus model and allowed students to rate themselves as novice, advanced beginner, competent, proficient, or expert . The peer evaluator in each group also completed a form checking off each appropriate step for the scenario, and group performance was discussed during the class session after each code scenario and at the end of class (see Appendix B).…”

“…15 These types of activities likely facilitate the movement from novice to advanced beginner, as described in the Dreyfus model. 9 While the novice stage is characterized by learning foundational science related to pharmacotherapy and the fundamentals of pharmacotherapy, the advanced beginner starts to see the bigger picture and identify contextual features of knowledge learned. Advanced beginner Incorporating ACLS into the core curriculum had certain challenges.…”

Practical Tips for Integrating Clinical Relevance into Foundational Science Courses

“…9 For a pharmacist, after a potential medication-related problem is identified, first a pharmacist must assess the patient case by comparing the facts of the case to prior experiences, and then develop recommendations for an actionable plan of care. For example, a patient may walk into a community pharmacy looking for treatment for rash.…”

Job Shadowing as Learning Method of Men Clothes’ Pattern in the Fashion Department, Universitas Negeri Malang, Indonesia

“…It can help the student to comprehend deeply about the basic pattern and it can enhance their knowledge and abilities related to it. Learning from expert directly make the student more confident related to their ability [1][2].…”