Twelve tips for designing curricula that support the development of adaptive expertise

Mylopoulos, Maria; Steenhof, Naomi; Kaushal, Alka; Woods, Nicole N.

doi:10.1080/0142159x.2018.1484082

Cited by 66 publications

(80 citation statements)

References 14 publications

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“…4 However, we continue to ask students to complete this exercise as we believe the struggle is productive—it helps student to identify gaps in knowledge and stimulates self-directed learning. 7 …”

Section: Clinical Reasoning Discussionmentioning

confidence: 99%

Expanding OSCE-related Learning Opportunities For Pre-Clerkship Students: Insights From an Assessment for Learning Curriculum

Bernard

Thomas

Rockfeld

et al. 2020

Journal of Medical Education and Curricular Development

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Pre-clerkship clinical skills courses at many medical schools use objective structured clinical examinations (OSCEs) to assess students’ development as it relates to the foundational clinical skills of history taking, communication, and physical examination. The authors report on a curriculum in which OSCEs also serve as a springboard for additional learning by linking them to activities that include patient write-ups, oral presentations, clinical reasoning discussions, clinical question generation, and video review with faculty. The rationale for using OSCEs as an assessment for learning tool is discussed, and some lessons learned are reported.

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Section: Clinical Reasoning Discussionmentioning

confidence: 99%

Expanding OSCE-related Learning Opportunities For Pre-Clerkship Students: Insights From an Assessment for Learning Curriculum

Bernard

Thomas

Rockfeld

et al. 2020

Journal of Medical Education and Curricular Development

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show abstract

“…As expected with a large class of diverse learners, some felt overwhelmed by many patient variables and novel content, leading to unproductive failures and lost learning opportunities. 13 Suggestions to manage cognitive load in medical education include increasing support, decreasing fidelity, and minimizing extraneous load. 19,38 Our study shows many junior medical students value working through complex problems often considered beyond their ability if enough explicit supports are in place.…”

Section: Adaptive Expertise In Clinical Skills Educationmentioning

confidence: 99%

“…Another case was a socially isolated patient partaking in highrisk sexual activities and risky recreational substance use. SP scenarios aimed to promote adaptive expertise 13 by engaging students in scenarios with uncertainty, ambiguity and complexity. Students needed to cognitively integrate 14 their basic, clinical and social science knowledge to reason through problems.…”

Section: Introductionmentioning

confidence: 99%

First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity

2020

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Purpose: Patients identifying as sexual and gender minorities (SGMs) face healthcare barriers. This problem is partly due to medical training.1 We evaluated first year medical student experiences during a novel four-hour seminar, in which students answered discussion questions, participated in peer role-plays, and interviewed two standardized patients Method: A constructivist qualitative design employed audio-recorded and transcribed student focus groups. Using generic content analysis, transcripts were iteratively coded, emergent categories identified, sensitizing concepts applied, and a thematic framework created. Results: Thirty-five students (71% female) participated in five focus groups. Two themes were developed: SGM bias (faculty, standardized patients [SPs], students, curriculum), and Adaptive Expertise in Clinical Skills (case complexity, learner support, skill development). SPs identifying as SGM brought authenticity and lived experience to their roles. Preceptor variability impacted student learning. Students were concerned when a lack of faculty SGM knowledge accompanied negative biases. Complex SP cases promoted cognitive integration and preparation for clinical work. Conclusions: These students placed importance on the lived experiences of SGM community members. Persistent prejudices amongst faculty negatively influenced student learning. Complex SP cases can promote student adaptive expertise, but risk unproductive learning failures. The lessons learned have implications for clinical skills teaching, learning about minority populations, and medical and health professions education in general.

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“…Another strategy Smita can use to help encourage variation for Jon is to ask him "what if" questions to emphasize the core clinical concept that he is struggling with [13]. Asking "what if" questions will allow Smita to vary aspects of a situation that they may not come across while they are working together.…”

Section: "What If" Questionsmentioning

confidence: 99%

Adaptive Expertise in Continuing Pharmacy Professional Development

Steenhof

2020

Pharmacy

Self Cite

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Pharmacists are facing rapid changes and increasing complexity in the workplace. The astounding rate of both the evolution and the development of knowledge in pharmacy practice requires that we develop continuing professional development (CPD) to foster and support innovation, creativity, and flexibility, alongside procedural expertise. Adaptive expertise provides a conceptual framework for developing experts who can both perform professional tasks efficiently as well as creatively handle new and difficult-to-anticipate problems. This article approaches knowledge production in daily pharmacy practice and CPD through a cognitive psychology lens, and highlights three educational approaches to support the development of adaptive expertise in the workplace: (1) explaining not just what to do, but why you are doing it, (2) allowing and encouraging struggle, and (3) asking “what if” questions to encourage meaningful variation and reveal underlying core concepts. These three evidence-based strategies will cultivate long-term learning and will support pharmacists as we move into more complicated and ambiguous roles. Pharmacy CPD can be transformed to support the development of both procedural and conceptual knowledge in a local environment to support learning and innovation.

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Twelve tips for designing curricula that support the development of adaptive expertise

Cited by 66 publications

References 14 publications

Expanding OSCE-related Learning Opportunities For Pre-Clerkship Students: Insights From an Assessment for Learning Curriculum

Expanding OSCE-related Learning Opportunities For Pre-Clerkship Students: Insights From an Assessment for Learning Curriculum

First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity

Adaptive Expertise in Continuing Pharmacy Professional Development

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