The 2021 Core Content of Medical Toxicology

The Medical Toxicology Subboard approved modifications to the Core Content of Medical Toxicology in March 2021. The document outlines the areas of knowledge considered essential for the practice of medical toxicology. The Core Content provides the organizational framework for the development of the Medical Toxicology Certification and Cognitive Expertise Examinations and serves as a template for the development of curricula for medical toxicology fellowship training programs.

Locating Expert Impressions

The category of expert impressions includes expert perceptions and expert intuitions. This category does not fit easily into the standard classification of expertise into perceptual, cognitive, or motor. This chapter argues that there are independent reasons to prefer an alternative system for classifying expertise with reference to which expert impressions stand out as a natural class. The argument is based on empirical considerations suggesting that the traditional category of cognitive expertise is disunified: some kinds of cognitive expertise are more like perceptual expertise; other kinds of cognitive expertise are more like motor expertise.

Speed of Thought and Speed of Feet: Examining Perceptual-Cognitive Expertise and Physical Performance in an English Football Academy

The world’s greatest professional football players are able to execute effective tactical decisions as well as fulfil various physical demands. However, the degree to which both are associated with greater potential in a football academy is unknown. Therefore, the aim of this study was to investigate decision-making skill and physical performance as contributing factors to coach potential rankings in an English football academy. Ninety-eight outfield academy players (Foundation Development Phase [FDP] under-9 to under-11 n = 40; Youth Development Phase [YDP] under-12 to under-16 n = 58) participated in the study. They engaged in 45 film-based simulations at two occlusion phases (e.g., the visual display is cut-off at a precise time during an action), firstly “during” and secondly “post” execution, to examine decision-making skill. Participants also completed four fitness tests to examine physical performance. A classification of “higher-potentials” (top third) and “lower-potentials” (bottom third) were applied through coach rankings. Independent t-tests compared the decision-making and physical performance tests. Higher-potentials made significantly more accurate decisions within the “post” phase within the FDP (P < 0.05) and the “during” phase within the YDP (P < 0.05). Additionally, higher-potentials were significantly faster for the 0–30 m sprint in both the FDP and YDP (P < 0.05), with higher-potentials within the YDP also significantly faster in the 0–10 m sprint (P < 0.05) and jumped significantly higher in the countermovement jump (P < 0.05). These findings indicated that greater football potential may be associated with superior perceptual-cognitive expertise and quicker sprint ability in both academy age phases, with a greater discriminatory function within the older cohort.

The development of visual search behaviours in immersive virtual reality

Virtual reality (VR) has clear potential for improving simulation training in many industries. Yet, methods for testing the fidelity, validity and training efficacy of VR environments is, in general, lagging behind their adoption. In this study we examined the effectiveness of VR for training Police room searching procedures, and assessed the corresponding development of perceptual-cognitive expertise through eye-tracking indices of search efficiency. Participants (n=54) were assigned to a VR rule-learning and search training game, a search only training game or a no-practice control group. The VR search training group developed more efficient search behaviours (indexed by saccade size, search rate and gaze entropy) and performed better than controls on a novel transfer test. Efficient gaze behaviours learned during training were not, however, evident during the transfer test. These findings demonstrate how VR can be used to develop perceptual-cognitive skills, but also highlight the challenges of achieving transfer of training.