Access the full text.
Sign up today, get DeepDyve free for 14 days.
M. Wiel, Kim Szegedi, M. Weggeman (2004)
Professional Learning: Deliberate Attempts at Developing Expertise, 2
K. Eva, G. Regehr (2008)
"I'll never play professional football" and other fallacies of self-assessment.The Journal of continuing education in the health professions, 28 1
A. Edmondson (1999)
Psychological Safety and Learning Behavior in Work TeamsAdministrative Science Quarterly, 44
K. Ericsson, R. Krampe, Clemens Tesch-Romer, Catherine Ashworth, Gregory Carey, R. Crutcher, Janet Grassia, R. Hastie, Stefanie Heizmann, Charles Judd, Ronald Kellogg, R. Levin, C. Lewis, William Oliver, Peter Poison, Robert Rehder, Kurt Schlesinger, Vivian Schneider, James Wilson (1993)
The role of deliberate practice in the acquisition of expert performance.Psychological Review, 100
K. Eva, G. Regehr (2005)
Self-Assessment in the Health Professions: A Reformulation and Research AgendaAcademic Medicine, 80
J. Snape, Bryony Elliott (2011)
Good medical practiceBMJ : British Medical Journal, 342
B. Zimmerman (2000)
Attaining self-regulation: A social cognitive perspective.
E. Holmboe, J. Bowen, Michael Green, J. Gregg, L. Difrancesco, E. Reynolds, P. Alguire, David Battinelli, C. Lucey, Daniel Duffy (2005)
Reforming internal medicine residency training. A report from the Society of General Internal Medicine's task force for residency reform.Journal of general internal medicine, 20 12
Michael * (2004)
Informal learning in the workplaceStudies in Continuing Education, 26
A. Deketelaere, Geert Kelchtermans, E. Struyf, P. Leyn (2006)
Disentangling clinical learning experiences: an exploratory study on the dynamic tensions in internshipMedical Education, 40
Kimberly Neuendorf (2001)
The Content Analysis Guidebook
B. Emans (2004)
Interviewing: Theory, techniques and training
T. Dunn, Constance Shriner (1999)
Deliberate practice in teaching: what teachers do for self-improvementTeaching and Teacher Education, 15
F. Duffy (2008)
Commentary: training internists for practice focused on meeting patient needs.Academic medicine : journal of the Association of American Medical Colleges, 83 10
E. Holmboe, J. Bowen, Michael Green, J. Gregg, L. Difrancesco, E. Reynolds, P. Alguire, David Battinelli, C. Lucey, Daniel Duffy (2005)
Reforming internal medicine residency trainingJournal of General Internal Medicine, 20
(American Medical Association. (2009). Code of medical ethics: Current opinions with annotations, 2008–2009. Summary retrieved February 14, 2010, from the AMA website: http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/principles-medical-ethics.shtml.)
American Medical Association. (2009). Code of medical ethics: Current opinions with annotations, 2008–2009. Summary retrieved February 14, 2010, from the AMA website: http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/principles-medical-ethics.shtml.American Medical Association. (2009). Code of medical ethics: Current opinions with annotations, 2008–2009. Summary retrieved February 14, 2010, from the AMA website: http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/principles-medical-ethics.shtml., American Medical Association. (2009). Code of medical ethics: Current opinions with annotations, 2008–2009. Summary retrieved February 14, 2010, from the AMA website: http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/principles-medical-ethics.shtml.
K. Ericsson (2004)
Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains.Academic medicine : journal of the Association of American Medical Colleges, 79 10 Suppl
G. Norman, K. Eva, L. Brooks, S. Hamstra (2006)
The Cambridge Handbook of Expertise and Expert Performance: Expertise in Medicine and Surgery
R. Epstein, D. Siegel, Jordan Silberman (2008)
Self-monitoring in clinical practice: a challenge for medical educators.The Journal of continuing education in the health professions, 28 1
(2006)
Expertise in medicine and surgeryThe cambridge handbook of expertise and expert performance
Judicial Affairs (1994)
Code of medical ethics : current opinions with annotations
(Royal Dutch Medical Association (KNMG). (2003). Gedragsregels en richtlijnen [Rules of conduct and guidelines]. Retrieved March 16, 2010, from the KNMG website: http://knmg.artsennet.nl/dossiers/Dossiers-op-thema/arts-en-recht-1/Gedragsregels-en-richtlijnen.htm.)
Royal Dutch Medical Association (KNMG). (2003). Gedragsregels en richtlijnen [Rules of conduct and guidelines]. Retrieved March 16, 2010, from the KNMG website: http://knmg.artsennet.nl/dossiers/Dossiers-op-thema/arts-en-recht-1/Gedragsregels-en-richtlijnen.htm.Royal Dutch Medical Association (KNMG). (2003). Gedragsregels en richtlijnen [Rules of conduct and guidelines]. Retrieved March 16, 2010, from the KNMG website: http://knmg.artsennet.nl/dossiers/Dossiers-op-thema/arts-en-recht-1/Gedragsregels-en-richtlijnen.htm., Royal Dutch Medical Association (KNMG). (2003). Gedragsregels en richtlijnen [Rules of conduct and guidelines]. Retrieved March 16, 2010, from the KNMG website: http://knmg.artsennet.nl/dossiers/Dossiers-op-thema/arts-en-recht-1/Gedragsregels-en-richtlijnen.htm.
P. Bossche, W. Gijselaers, M. Segers, P. Kirschner (2006)
Social and Cognitive Factors Driving Teamwork in Collaborative Learning EnvironmentsSmall Group Research, 37
(General Medical Council UK. (2009). Good medical practice. Retrieved February 14, 2010, from the GMC UK website: http://www.gmc-uk.org/guidance/good_medical_practice/duties_of_a_doctor.asp.)
General Medical Council UK. (2009). Good medical practice. Retrieved February 14, 2010, from the GMC UK website: http://www.gmc-uk.org/guidance/good_medical_practice/duties_of_a_doctor.asp.General Medical Council UK. (2009). Good medical practice. Retrieved February 14, 2010, from the GMC UK website: http://www.gmc-uk.org/guidance/good_medical_practice/duties_of_a_doctor.asp., General Medical Council UK. (2009). Good medical practice. Retrieved February 14, 2010, from the GMC UK website: http://www.gmc-uk.org/guidance/good_medical_practice/duties_of_a_doctor.asp.
T. Dornan, H. Boshuizen, N. King, A. Scherpbier (2007)
Experience‐based learning: a model linking the processes and outcomes of medical students' workplace learningMedical Education, 41
J. Kisiel, J. Bundrick, T. Beckman (2010)
Resident physicians’ perspectives on effective outpatient teaching: a qualitative studyAdvances in Health Sciences Education, 15
Gedragsregels en richtlijnen
G. Sutkin, E. Wagner, I. Harris, R. Schiffer (2008)
What Makes a Good Clinical Teacher in Medicine? A Review of the LiteratureAcademic Medicine, 83
S. Sonnentag, Barbara Kleine (2000)
Deliberate practice at work: A study with insurance agentsJournal of Occupational and Organizational Psychology, 73
H Slotnick (1999)
How doctors learn: physicians' self-directed learning episodes.Academic medicine : journal of the Association of American Medical Colleges, 74 10
P. Teunissen, F. Scheele, A. Scherpbier, C. Vleuten, K. Boor, S. Luijk, J. Diemen-Steenvoorde (2007)
How residents learn: qualitative evidence for the pivotal role of clinical activitiesMedical Education, 41
S. Mamede, H. Schmidt (2004)
The structure of reflective practice in medicineMedical Education, 38
Cameron Guest, Glenn Regehr, R. Tiberius (2001)
The life long challenge of expertise.Medical education, 35 1
D. Davis (2009)
Development of Professional Expertise: How to Help Professionals Maintain and Improve Their Knowledge and Skills: Triangulating Best Practices in Medicine
J. Sargeant, K. Mann, D. Sinclair, Suzanne Ferrier, Philip Muirhead, C. Vleuten, J. Metsemakers (2006)
Learning in Practice: Experiences and Perceptions of High-Scoring PhysiciansAcademic Medicine, 81
M. Mylopoulos, G. Regehr (2007)
Cognitive metaphors of expertise and knowledge: prospects and limitations for medical educationMedical Education, 41
M. Eraut (2007)
Learning from other people in the workplaceOxford Review of Education, 33
F. Gobet (2006)
The Cambridge handbook of expertise and expert performance
H. Boshuizen, R. Bromme, H. Gruber (2004)
Professional learning: Gaps and transitions on the way from novice to expert
K. Hoffman, J. Donaldson (2004)
Contextual tensions of the clinical environment and their influence on teaching and learningMedical Education, 38
Lei Li (2001)
THE ROLE OF GOAL-ORIENTATION IN SELF-REGULATED LEARNING
C. Jeanes (1964)
ROYAL COLLEGE OF PHYSICIANS AND SURGEONS OF CANADA.Canadian Medical Association journal, 90
J. Frank (2005)
The CanMEDS 2005 Physician Competency Framework
K. Mann, J. Gordon, A. MacLeod (2009)
Reflection and reflective practice in health professions education: a systematic reviewAdvances in Health Sciences Education, 14
(Kisiel, J. B., Bundrick, J. B., & Beckman, T. J. (2010). Resident physicians’ perspectives on effective outpatient teaching: A qualitative study. Advances in Health Sciences Education (in press). doi: 10.1007/s10459-009-9202-2.)
Kisiel, J. B., Bundrick, J. B., & Beckman, T. J. (2010). Resident physicians’ perspectives on effective outpatient teaching: A qualitative study. Advances in Health Sciences Education (in press). doi: 10.1007/s10459-009-9202-2.Kisiel, J. B., Bundrick, J. B., & Beckman, T. J. (2010). Resident physicians’ perspectives on effective outpatient teaching: A qualitative study. Advances in Health Sciences Education (in press). doi: 10.1007/s10459-009-9202-2., Kisiel, J. B., Bundrick, J. B., & Beckman, T. J. (2010). Resident physicians’ perspectives on effective outpatient teaching: A qualitative study. Advances in Health Sciences Education (in press). doi: 10.1007/s10459-009-9202-2.
J. Wyatt, F. Sullivan (2005)
Keeping up: learning in the workplaceBMJ : British Medical Journal, 331
A. Bleakley (2006)
Broadening conceptions of learning in medical education: the message from teamworkingMedical Education, 40
R. Duvivier, J. Dalen, A. Muijtjens, V. Moulaert, C. Vleuten, A. Scherpbier (2011)
The role of deliberate practice in the acquisition of clinical skillsBMC Medical Education, 11
Dale Sheehan, T. Wilkinson, S. Billett (2005)
Interns’ Participation and Learning in Clinical Environments in a New Zealand HospitalAcademic Medicine, 80
Robson Hn (1969)
POSTGRADUATE MEDICAL EDUCATIONMedical Journal of Australia, 1
K. Ericsson (2006)
The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance
M. Eraut (2000)
Non-formal learning and tacit knowledge in professional work.The British journal of educational psychology, 70 ( Pt 1)
L. Stok-Koch, S. Bolhuis, R.T.C.M. Koopmans (2007)
Identifying factors that influence workplace learning in postgraduate medical education.Education for health, 20 1
H. Slotnick (1996)
How doctors learn: the role of clinical problems across the medical school‐to‐practice continuumAcademic Medicine, 71
(2009)
How to help professionals maintain and improve their knowledge and skills: Triangulating best practices in medicineDevelopment of professional expertise: Toward measurement of expert performance and design of optimal learning environments
B. Zimmerman (2006)
Development and Adaptation of Expertise: The Role of Self-Regulatory Processes and Beliefs.
Physicians' learning in practice 93
(2009)
Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments
M. Boekaerts, P. Pintrich, M. Zeidner (2000)
Handbook of self-regulation
Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians’ learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians engage in during their work that might further their professional development. As deliberate practice requires a focused effort to improve performance, the study also examined the goals underlying this behaviour. Semi-structured interviews were conducted with 50 internal medicine physicians: 19 residents, 18 internists working at a university hospital, and 13 working at a non-university hospital. The results showed that learning in medical practice was very much embedded in clinical work. Most relevant learning activities were directly related to patient care rather than motivated by competence improvement goals. Advice and feedback were sought when necessary to provide this care. Performance standards were tied to patients’ conditions. The patients encountered and the discussions with colleagues about patients were valued most for professional development, while teaching and updating activities were also valued in this respect. In conclusion, physicians’ learning is largely guided by practical experience rather than deliberately sought. When professionals interact in diagnosing and treating patients to achieve high-quality care, their experiences contribute to expertise development. However, much could be gained from managing learning opportunities more explicitly. We offer suggestions for increasing the focus on learning in medical practice and further research.
Advances in Health Sciences Education – Springer Journals
Published: Sep 18, 2010
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.