Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective

Jensen, Rune Dall; Brydges, Ryan; Grierson, Lawrence

doi:10.1007/s10459-022-10163-1

Cited by 4 publications

(1 citation statement)

References 40 publications

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“…Comparatively, through immersion one comes to know by responsively opening up to the goings on of what interests them [56]. There is an inevitable surrender here; a giving up on the desire to interpret and control, replaced with a humble openness that allows one to attend to things as they emerge [58]. Such a view aligns with Rubin's [57] counter-metaphor: a complexprocess.…”

Section: Knowing Is Ecologicalmentioning

confidence: 90%

On a Corresponsive Sport Science

Woods,

Araújo,

Davids

2023

Sports Med

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In our societally extractive age, sport science risks being swept up in the intensifying desire to commodify the experiences of those that scientists proclaim to study. Coupled with the techno-digital revolution, this stems from a vertical (onto)logic that frames the sporting landscape as a static space filled with discrete objects waiting for us to capture, analyse, represent and sell on as knowledge. Not only does this commodification degrade primary experience in the false hope of epistemological objectivity, it reinforces the unidirectionality of extractivism by setting inquirer apart from, and above of, inquiry. Here, we advocate for a different, more sentient logic grounded in the relationality of gifting as understood in Indigenous philosophies. This foregrounds an ecological orientation to scholarship that sets out neither to objectify or describe that which is of concern, but to correspond with its becoming.On this, there are three threads we cast forward. First, in a corresponsive sport science, inhabitants are not objects of analysis, but lines in-becoming, who in answering to others, form knots in a meshwork. These knots constitute communal places in which inhabitants have joined with the differentiating coming-into-being of others. Second, knowledge is not authoritatively (re)cognitive, but humbly ecological; not produced vertically through imposition, but grown longitudinally in responsively moving from place to place. Third, research does not follow a vertically extractive (onto)logic, but is a practice of participant observation. This perspective appreciates that we, sport scientists, are also lines in-becoming that form parts of the knots in which we seek to know. In coda, our thesis is not a call for more qualitative or applied research in the sport sciences. It is a call to response-ably open up to that which sparks our curiosity, answering to what is shared with care, sensitivity and sincerity.

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Section: Knowing Is Ecologicalmentioning

confidence: 90%

On a Corresponsive Sport Science

Woods,

Araújo,

Davids

2023

Sports Med

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The imperative for (and opportunities of) research on adaptive expertise in health professions education

Mylopoulos

Dolmans

Woods

2022

Adv in Health Sci Educ

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In this editorial, three Advances in Health Sciences Education editors argue for the importance and impact of adaptive expertise on the future of health professions education and work. They present a sample of the broad range of theory-informed research currently contributing to understanding and applying adaptive expertise in health professions education. They reflect on the unique opportunities that interdisciplinarity offers this endeavour. Finally they offer potential ways forward for continued efforts to advance collective understanding of education, expert development and health professions practice.A few years ago, during a lively discussion about adaptive expertise, one exasperated colleague finally declared, "I just don't think we need to invent another term for expertise in the health professions". This comment reflects broader methodological debates in the field (e.g. Albert et al., 2019) and concerns that medical education is continuously (and unnecessarily) inventing new constructs and theories rather than harnessing existing theoretical frameworks. However, in this case, we didn't "invent another term" as the construct of adaptive expertise was not developed in the context of health professions education research (HPER). Rather, this robust theoretical framework evolved through decades of research in the learning sciences (

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Training technical or non-technical skills: an arbitrary distinction? A scoping review

Gamborg,

Salling,

Rölfing

et al. 2024

BMC Med Educ

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Introduction Medical education often aims to improve either technical skills (TS) or ‘non-technical skills’ (NTS) and how these skills influence adverse events and patient safety. The two skill sets are often investigated independently, and little is known about how TS and NTS influence each other. In this scoping review, we therefore aim to investigate the association between TS and NTS. Method We conducted a scoping review of four databases in order to summarize, analyse, and collate findings from the included studies. Results In total, 203 of 2676 identified studies were included in the final analysis. The first study was published in 1991, but the majority of studies were published in the last decade. The majority were intervention studies including 41 randomized controlled trials. The the objective structured assessment of technical skills (OSATS) was the most common assessment tool with strong validity evidence within TS, but many variations without validity evidence were used. Conversely, Non-Technical Skills for Surgeons (NOTSS) was the most used tool with strong validity evidence for assessing NTS. However, the majority of studies used non-validated self-assessment tools to investigate NTS. The correlation between TS and NTS was assessed in 46 of 203 studies, whereof 40 found a positive correlation. Discussion Our findings echo previous literature suggesting that empirical literature investigating the interaction between TS and NTS lack methodological depth. In this review only a minority of the identified studies (n = 46) investigated this correlation. However, the results strongly indicate a correlation between TS and NTS skills, suggesting that physicians who are proficient in their NTS, also perform well on their TS. Thus, the distinction between them in learning designs may seem arbitrary. While this result is promising, the limited methodological rigour indicates a lack of proper understanding of NTS and how to properly assess them.

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Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective

Cited by 4 publications

References 40 publications

On a Corresponsive Sport Science

On a Corresponsive Sport Science

The imperative for (and opportunities of) research on adaptive expertise in health professions education

Training technical or non-technical skills: an arbitrary distinction? A scoping review

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