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

In Pursuit of Expertise. Toward an Educational Model for Expertise Development Firstly, the many characteristics of expertiseare examined: they include aspects of patternrecognition, knowledge, skill, flexibility,metacognitive monitoring, available cognitivespace and teaching abilities. Secondly, threeeducational models from different domains(Nursing, Surgical Education, Education) areanalysed, compared and contrasted, in relationto both educational approach and thedevelopment of expertise. Thirdly, a new modelfor the development of expertise is proposed,incorporating aspects of each of the threepreviously discussed models. Within this newmodel, four phases of development are proposed,culminating in the achievement of expertise.Furthermore, it is noted that under certaincircumstances performance can deteriorate, andthat with appropriate support, there can berecursion back through earlier phases ofdevelopment. Significant implications for bothhealthcare education and practice arediscussed, in relation to concepts ofexpertise, potential educational approaches andthe proposed model for the development ofexpertise. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

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

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References (55)

Publisher
Springer Journals
Copyright
Copyright © 2004 by Kluwer Academic Publishers
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1023/B:AHSE.0000027436.17220.9c
pmid
15141129
Publisher site
See Article on Publisher Site

Abstract

Firstly, the many characteristics of expertiseare examined: they include aspects of patternrecognition, knowledge, skill, flexibility,metacognitive monitoring, available cognitivespace and teaching abilities. Secondly, threeeducational models from different domains(Nursing, Surgical Education, Education) areanalysed, compared and contrasted, in relationto both educational approach and thedevelopment of expertise. Thirdly, a new modelfor the development of expertise is proposed,incorporating aspects of each of the threepreviously discussed models. Within this newmodel, four phases of development are proposed,culminating in the achievement of expertise.Furthermore, it is noted that under certaincircumstances performance can deteriorate, andthat with appropriate support, there can berecursion back through earlier phases ofdevelopment. Significant implications for bothhealthcare education and practice arediscussed, in relation to concepts ofexpertise, potential educational approaches andthe proposed model for the development ofexpertise.

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Jan 14, 2005

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