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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.
Advances in Health Sciences Education – Springer Journals
Published: Jan 14, 2005
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