Experience, Skill Acquisition, and Deliberate Practice

2017 ◽  
pp. 435-443
Author(s):  
Robert W. Proctor ◽  
Aiping Xiong
Keyword(s):  
Skill Acquisition ◽  
Deliberate Practice

Deliberate practice using validated metrics improves skill acquisition in performance of ultrasound-guided peripheral nerve block in a simulated setting

2018 ◽  
Vol 48 ◽  
pp. 22-27 ◽  
Author(s):  
Osman M.A. Ahmed ◽  
Imran Azher ◽  
Anthony G. Gallagher ◽  
Dara S. Breslin ◽  
Brian D. O'Donnell ◽  
...  
Keyword(s):  
Peripheral Nerve ◽  
Nerve Block ◽  
Skill Acquisition ◽  
Peripheral Nerve Block ◽  
Deliberate Practice ◽  
Ultrasound Guided

scholarly journals Three-year Longitudinal Skill-based Teaching Curriculum for All Residents

2020 ◽  
Author(s):  
Jane Rowat ◽  
Krista Johnson ◽  
Lisa Antes ◽  
Katherine White ◽  
Marcy Rosenbaum ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Deliberate Practice ◽  
First Year ◽  
Teaching Skills ◽  
Self Assessment ◽  
Internal Medicine Residents ◽  
Teaching Curriculum ◽  
Teaching Responsibilities ◽  
Residents As Teachers

Abstract BACKGROUND. Despite significant teaching responsibilities and national accreditation standards, many residents do not receive adequate instruction in teaching methods. Published reports of residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills. A three-year longitudinal teaching skills curriculum was implemented with these goals: 1) deliver an experiential skill-based teaching curriculum allowing all residents to acquire, practice and implement specific skills; 2) provide spaced skills instruction promoting deliberate practice/reflection; and 3) help residents gain confidence in their teaching skills.METHODS. One hundred percent of internal medicine residents (82/82) participated in the curriculum. Every 10 weeks residents attended a topic-specific experiential skills-based workshop. Each workshop followed the same pedagogy starting with debriefing/reflection on residents’ deliberate practice of the previously taught skill and introduction of a new skill followed by skill practice with feedback. Every year, participants completed: 1) assessment of overall confidence in each skill and 2) retrospective pre-post self-assessment. A post-curriculum survey was completed at the end of three years.RESULTS. Residents reported improved confidence and self-assessed competence in their teaching skills after the first year of the curriculum which was sustained through the three-year curriculum. The curriculum was well received and valued by residents.CONCLUSIONS. A formal longitudinal, experiential skills-based teaching skills curriculum is feasible and can be delivered to all residents. For meaningful skill acquisition to occur, recurrent continuous skill-based practice with feedback and reflection is important.

Deliberate Practice and Skill Acquisition in Nursing Practice

2018 ◽  
Vol 49 (6) ◽  
pp. 269-273 ◽  
Author(s):  
Teresa D. Welch ◽  
Melondie Carter
Keyword(s):  
Skill Acquisition ◽  
Nursing Practice ◽  
Deliberate Practice

scholarly journals Dedicated time for deliberate practice: one emergency medicine program’s approach to point-of-care ultrasound (PoCUS) training

CJEM ◽  
2015 ◽  
Vol 17 (5) ◽  
pp. 558-561 ◽  
Author(s):  
Melissa Hayward ◽  
Teresa Chan ◽  
Andrew Healey
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Skill Acquisition ◽  
Point Of Care ◽  
Deliberate Practice ◽  
Lessons Learned ◽  
Point Of Care Ultrasound ◽  
Residency Programs ◽  
Education Literature ◽  
Scholarly Discussion

AbstractPoint-of-care ultrasound (PoCUS) has become an essential skill in the practice of emergency medicine (EM). Various EM residency programs now require competency in basic PoCUS applications. The education literature suggests that deliberate practice is necessary for skill acquisition and mastery. We used an educational theory, Ericsson’s model of deliberate practice, to create a PoCUS curriculum for our Royal College of Physicians and Surgeons of Canada EM residency.Although international recommendations around curriculum requirements exist, this will be one of the first papers to describe the implementation of a specific PoCUS training program. This paper details the features of the program and lessons learned during its initial 3 years. Sharing this experience may serve as a nidus for scholarly discussion around how to best approach medical education in this area.

scholarly journals Using Simulation Education With Deliberate Practice to Teach Leadership and Resource Management Skills to Senior Resident Code Leaders

2014 ◽  
Vol 6 (3) ◽  
pp. 463-469 ◽  
Author(s):  
Amanda R. Burden ◽  
Erin W. Pukenas ◽  
Edward R. Deal ◽  
Douglas B. Coursin ◽  
Gregory M. Dodson ◽  
...  
Keyword(s):  
Resource Management ◽  
Skill Acquisition ◽  
Cardiopulmonary Arrest ◽  
Deliberate Practice ◽  
Senior Resident ◽  
Initial Assessment ◽  
Management Skills ◽  
High Stakes ◽  
Simulation Based ◽  
Improved Performance

Abstract Background Cardiopulmonary arrests are rare, high-stakes events that benefit from using crisis resource management (CRM). Simulation-based education with deliberate practice can promote skill acquisition. Objective We assessed whether using simulation-based education to teach CRM would lead to improved performance, compared to a lecture format. Methods We tested third-year internal medicine residents in simulated code scenarios. Participants were randomly assigned to simulation-based education with deliberate practice (SIM) group or lecture (LEC) group. We created a checklist of CRM critical actions (which includes announcing the diagnosis, asking for help/suggestions, and assigning tasks), and reviewed videotaped performances, using a checklist of skills and communications patterns to identify CRM skills and communication efforts. Subjects were tested in simulated code scenarios 6 months after the initial assessment. Results At baseline, all 52 subjects recognized distress, and 92% (48 of 52) called for help. Seventy-eight percent (41 of 52) did not succeed in resuscitating the simulated patient or demonstrate the CRM skills. After intervention, both groups (n  =  26 per group) improved. All SIM subjects announced the diagnosis compared to 65% LEC subjects (17 of 26, P  =  .01); 77% (20 of 26) SIM and 19% (5 of 26) LEC subjects asked for suggestions (P < .001); and 100% (26 of 26) SIM and 27% (7 of 26) LEC subjects assigned tasks (P < .001). Conclusions The SIM intervention resulted in significantly improved team communication and cardiopulmonary arrest management. During debriefing, participants acknowledged the benefit of the SIM sessions.

scholarly journals The Effectiveness of the Geritalk Communication Skills Course: A Real-Time Assessment of Skill Acquisition and Deliberate Practice

2014 ◽  
Vol 48 (4) ◽  
pp. 738-744.e6 ◽  
Author(s):  
Laura P. Gelfman ◽  
Elizabeth Lindenberger ◽  
Helen Fernandez ◽  
Gabrielle R. Goldberg ◽  
Betty B. Lim ◽  
...  
Keyword(s):  
Real Time ◽  
Communication Skills ◽  
Skill Acquisition ◽  
Deliberate Practice ◽  
Time Assessment

Practice

2021 ◽  
pp. 66-92
Author(s):  
Robert H. Woody
Keyword(s):  
Athletic Training ◽  
Skill Acquisition ◽  
Deliberate Practice ◽  
Psychological Research ◽  
Careful Consideration ◽  
Folk Knowledge ◽  
Musical Expertise ◽  
Practice Time ◽  
Over Time

Practicing is an activity that accounts for the highest levels of musical expertise, but one that many musicians do not typically—or at least consistently—carry out. Most people have done some kind of independent practicing (or academic studying or athletic training) in their lives and have likely heard platitudes such as “Practice makes perfect.” Such folk knowledge tends to suggest that quantity of practice is the most important factor. Unfortunately, popular handling of psychological research has largely reinforced this misconception. More careful consideration of the research, however, shows that although developing musicians certainly must make time for practice, the efficiency and deliberateness of time spent are also crucial. This chapter begins by defining “deliberate practice” as the type of practicing that optimally contributes to musical skill acquisition. Through consistent practice over time, skills that began as highly conscious and effortful progress to ultimately becoming fluently and automatically performed. Rather than striving to simply amass hours of practice time, musicians are encouraged to be more productive and efficient by strategically planning, executing, and reflecting on their practice.

Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Gregory A. DeBourgh ◽  
Susan K. Prion
Keyword(s):  
Skill Acquisition ◽  
Clinical Judgment ◽  
Deliberate Practice ◽  
Psychomotor Skills ◽  
Psychomotor Skill ◽  
Convenience Sample ◽  
Skill Sets ◽  
New Nurses ◽  
Healthcare Settings ◽  
Skill Performance

AbstractBackgroundEssential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings.MethodThis mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students.ResultsStudents reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice.ConclusionAlthough time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

scholarly journals An enhanced approach to simulation-based mastery learning: optimising the educational impact of a novel, National Postgraduate Medical Boot Camp

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Emma L. Scahill ◽  
Nathan G. Oliver ◽  
Victoria R. Tallentire ◽  
Simon Edgar ◽  
James F. Tiernan
Keyword(s):  
Skill Acquisition ◽  
Thematic Analysis ◽  
Mastery Learning ◽  
Deliberate Practice ◽  
Peer Learning ◽  
Likert Scale ◽  
Assessment Process ◽  
Peer Observation ◽  
Educational Impact ◽  
Simulation Based

Abstract Background Simulation-based mastery learning (SBML) is an effective, evidence-based methodology for procedural skill acquisition, but its application may be limited by its resource intensive nature. To address this issue, an enhanced SBML programme has been developed by the addition of both pre-learning and peer learning components. These components allowed the enhanced programme to be scaled up and delivered to 106 postgraduate doctors participating in a national educational teaching programme. Methods The pre-learning component consisted of an online reading pack and videos. The peer learning component consisted of peer-assisted deliberate practice and peer observation of assessment and feedback within the SBML session. Anonymised pre- and post-course questionnaires were completed by learners who participated in the enhanced programme. A mixture of quantitative and qualitative data was obtained. Results Questionnaires were distributed to and completed by 50 learners. Both sections of the pre-learning component were highly rated on the basis of a seven-point Likert scale. The peer learning component was also favourably received following a Likert scale rating. Peer observation of the performance and assessment process was rated similarly by first and second learners. The thematic analysis of the reasons for which peer-assisted deliberate practice was considered useful showed that familiarisation with equipment, the rehearsal of the procedure itself, the exchange of experiences and sharing of useful tips were important. The thematic analysis of the reasons why peer observation during ‘performance, assessment and feedback’ was useful highlighted that an ability to compare a peer’s performance to their own and learning from observing a peer’s mistakes were particularly helpful. Conclusion The SBML programme described has been enhanced by the addition of pre-learning and peer learning components which are educationally valued and allow its application on a national scale.

scholarly journals Three-Year Longitudinal Skill-based Teaching Curriculum for All Residents

2020 ◽  
Author(s):  
Jane Rowat ◽  
Krista Johnson ◽  
Lisa Antes ◽  
Katherine White ◽  
Marcy Rosenbaum ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Deliberate Practice ◽  
First Year ◽  
Teaching Skills ◽  
Self Assessment ◽  
Internal Medicine Residents ◽  
Teaching Curriculum ◽  
Teaching Responsibilities ◽  
Residents As Teachers

Abstract BACKGROUND. Despite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate instruction in teaching methods. Published reports of residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills. A three-year longitudinal teaching skills curriculum was implemented with these goals: 1) deliver an experiential skill-based teaching curriculum allowing all residents to acquire, practice and implement specific skills; 2) provide spaced skills instruction promoting deliberate practice/reflection; and 3) help residents gain confidence in their teaching skills. METHODS. One hundred percent of internal medicine residents (82/82) participated in the curriculum. Every 10 weeks residents attended a topic-specific experiential skills-based workshop. Each workshop followed the same pedagogy starting with debriefing/reflection on residents’ deliberate practice of the previously taught skill and introduction of a new skill followed by skill practice with feedback. Every year, participants completed: 1) assessment of overall confidence in each skill and 2) retrospective pre-post self-assessment. A post-curriculum survey was completed at the end of three years. RESULTS. Residents reported improved confidence and self-assessed competence in their teaching skills after the first year of the curriculum which was sustained through the three-year curriculum. The curriculum was well received and valued by residents. CONCLUSIONS. A formal longitudinal, experiential skills-based teaching skills curriculum is feasible and can be delivered to all residents. For meaningful skill acquisition to occur, recurrent continuous skill-based practice with feedback and reflection is important.

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