A review of “Peak: Secrets from the new science of expertise”

Powless, Matthew

doi:10.1080/21520704.2018.1563574

Cited by 22 publications

(34 citation statements)

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“…First, both groups of experts unanimously stated that it takes a lot of hard work for a long time to achieve eminence. Several TD experts used the term “deliberate practice,” which refers to a type of focused and effortful practice with the purpose of improving incrementally 36,38,40 . Although STEMM experts did not use the term, they concurred by providing examples of deliberate practice.…”

Section: Discussionmentioning

confidence: 99%

“…Talent researchers 5,6,36,37 suggested that it takes a minimum of 10 years, or an equivalent of 10,000 h, of deliberate practice in a domain for an individual to reach an expert level. The 10‐year (or 10,000‐h) rule stresses not only the quantity of time spent on learning and practice but also the quality of learning effort and practice, as a practice must be carried out deliberately 38 . Thus, deliberate practice refers to a type of focused and effortful practice that is aimed at incremental improvement, and there is ample evidence illustrating that this type of practice improves learning 36,39–41 …”

Section: Introductionmentioning

confidence: 99%

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Developing eminence in STEMM: An interview study with talent development and STEMM experts

Luo

Stoeger

2023

Annals of the New York Academy of Sciences

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In the present day, we need outstanding scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as climate change, water contamination, and cyber security. Naturally, we ask the question: What does it take to develop eminence in science, technology, engineering, mathematics, and medical science (STEMM)? To answer this question, we interviewed two relevant groups of experts: 14 talent development researchers and 14 STEMM experts. The interview questions were developed based on the theoretical framework of the Actiotope Model of Giftedness and the related educational and learning capital approach that differentiates five types of exogenous resources (educational capital) and five types of endogenous resources (learning capital) that feed into talent development toward eminence. The results show that all types of capital were regarded as important by the experts for developing eminence in STEMM. However, there were also differences. We describe the educational and learning capital that talent development researchers and STEMM experts considered to be important for talent development in STEMM, as well as the similarities and differences between the two groups. K E Y W O R D S expert interview, qualitative research, STEMM education, talent developmentWe need excellent scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as pandemics, climate change, water contamination, and cyber security. What does it take to develop excellence and eminence in science, technology, engineering, mathematics, and medical science (STEMM)? To answer this question, we decided to turn to two groups of experts: talent researchers and STEMM experts.We selected the first group of experts, talent researchers, because they have devoted their careers to studying talent development and giftedness. Over the decades, researchers have been interested in exceptional individuals, such as Nobel Laureates, eminent scientists

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing eminence in STEMM: An interview study with talent development and STEMM experts

Luo

Stoeger

2023

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

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“…The issue with numerical thresholds is that while intended to reflect minimum requirements (the “floor” for competency), thresholds are often treated psychologically as the putative target, the “ceiling.” In fact, relying upon numbers of cases or hours of experience likely correlates poorly with competency in the trainee who performs procedures without reflecting on the experience or otherwise understanding or recognizing what is needed to achieve a successful result. Hours of experience must be “purposeful”—having a specific goal with role models to emulate, mentors to guide and offer specific feedback, and a chance to integrate the feedback 21–22 …”

Section: Discussion: Numerical Thresholds Purposeful Practice and Mea...mentioning

confidence: 99%

ACGME Interventional Cardiology Milestones 2.0–an overview: Endorsed by the Accreditation Council for Graduate Medical Education

Ijioma

Don

Arora

et al. 2021

Cathet Cardio Intervent

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“…Immediate feedback on one's performance is the third step, necessary for validation or rectification of task accuracy. The final step is for the learner to be consistent and maintain regular practice once proficiency is reached, while aiming for expertise (Ericsson & Pool, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Nurse Educators Teaching Medical Interns: Impact of Interprofessional Collaboration

2021

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BackgroundThis quantitative educational intervention was conducted to determine the effectiveness of a 1-day internal medicine orientation for new interns, led by nurse educators instead of medical doctors.MethodsScheduled within the orientation week curriculum, this project had a purposeful convenience sample of 14 students comprising the entire intern class. An afternoon of 1:1 clinical skills with nursing guidance followed a morning of didactic lecture on medical knowledge and skills transfer. Students completed a pre/postmedical education test (MET) to evaluate knowledge and skills acquired.ResultsInterns reported increased confidence with clinical competencies to both nurse educators and the chief resident. Outcome questionnaires revealed statistically significant increases in knowledge about clinical skills after the intervention. Interns witnessed interprofessional teamwork.ConclusionNurse educators teaching medical interns facilitates interprofessional team collaboration, communication, and mutual respect. This simulation pedagogy focusing on principles of deliberate practice can have a positive impact on academic and clinical performance.

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A review of “Peak: Secrets from the new science of expertise”

Cited by 22 publications

References 0 publications

Developing eminence in STEMM: An interview study with talent development and STEMM experts

Developing eminence in STEMM: An interview study with talent development and STEMM experts

ACGME Interventional Cardiology Milestones 2.0–an overview: Endorsed by the Accreditation Council for Graduate Medical Education

Nurse Educators Teaching Medical Interns: Impact of Interprofessional Collaboration

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