Adaptive Expertise: The Development of a Measurement Instrument

Ferguson, Janna H.; Lehmann, Jennifer; Zastavker, Yevgeniya V.; Chang, Susan; Higginson, Reid P.; Talgar, Cigdem P.

doi:10.18260/1-2--29752

Cited by 4 publications

(8 citation statements)

References 32 publications

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“…Most of the radiology residents nearly 51% also responded that they applied their knowledge in new and unfamiliar situations with a degree of success. As AE is the capability to apply previous conceptual knowledge to a new unfamiliar situation with flexibility and innovation (Ferguson et al, 2018) so innovative aptitude is the most important facet of AE. Multiple studies have been conducted to teach and develop innovative skills in students.…”

Section: Resultsmentioning

confidence: 99%

“…Plenty of research has been conducted on basic concepts and development of AE. (Lajoie & Gube, 2018;Mylopoulos et al, 2018;Pusic et al, 2018;Quirk & Chumley, 2018) (Lajoie, Gube, Lajoie, &Gube, 2018), (Mylopoulos et al, 2018), (Pusic et al, 2018), (Quirk, Chumley, Quirk, & Chumley, 2018), (Kellman&Krasne, 2018), however, a significant proportion of the published literature measuring AE comes from nonmedical fields (Ferguson et al, 2018;Fisher & Peterson, 2001;Martin, Rivale, & Diller, 2007). The goal of this study is to use a validated instrument for measuring the AE of radiology residents who require excellence for dealing with routine and non-routine tasks encompassing a plethora of modalities such as ultrasound, computed tomography, magnetic resonance imaging, fluoroscopy, guided interventions, etc.…”

Section: Fig 1 Relationship Of Innovation and Efficiencymentioning

confidence: 99%

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Measuring Adaptive Expertise in Radiology Residents: A Multicenter Study

Farooq

Mahboob²,

Ashraf

et al. 2022

HPEJ

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Introduction: Adaptive expertise is the ability of individuals to create innovative solutions when they come across novel problems or workplace challenges. Clinicians are often adept at handling routine clinical procedures but lack confidence and a proper strategy when previously un-encountered situations arise. Lots of research has been conducted on basic concepts and development of adaptive expertise however major chunk of literature belongs to non- medical fields. Little is studied about assessment of adaptive expertise in medical professionals and postgraduate residents.Objective: To measure adaptive expertise (AE) of radiology residents and to assess any association between the AE of postgraduate radiology residents (PGR) and their years of training.Methods: This multicenter correlational study involved 181 radiology residents from nine major teaching hospital of Lahore,Pakistan from May to October 2019. Katerina Bohle Carbonell Adaptive Expertise Inventory was used as a data collection tool. The questionnaire contained a total of eleven items encompassing two dimensions of AE: domain-specific and innovative skills. Total scores representing AE of PGRs were measured. AE scores and years of training were correlated using Spearman rho correlation. One-way ANOVA was conducted to further evaluate the association between AE and years of postgraduate training.Results: Out of 181 residents there were 78 (43.1%) males and 103 (56.9%) females. Most of them, 97 (53.6%) were enrolled in four years fellowship (FCPS) program and 62 (34.3%) were in the first year of their residency. Total AE scores of all radiology residents ranged from 33 to 54. AE scores and years of residency were positively correlated (rs= 0.4, p < 0.01). One-way ANOVA and Post hoc comparisons using Tukey HSD test further revealed significant pairwise differences between mean scores of residents’ groups (p = < 0.05) rejecting the null hypothesis.Conclusion: Overall, this study concludes that residents acquire adaptive expertise perpetually with progression in their training. KEYWORDS: Adaptive Expertise (AE), Radiology, Postgraduate Residents (PGRs)

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Section: Resultsmentioning

confidence: 99%

Section: Fig 1 Relationship Of Innovation and Efficiencymentioning

confidence: 99%

Measuring Adaptive Expertise in Radiology Residents: A Multicenter Study

Farooq

Mahboob²,

Ashraf

et al. 2022

HPEJ

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“…posited that humanity will increasingly face what they deem "wicked problems" which they defined as elaborate, complicated and ever-changing difficulties with potential to impact us at political, cultural, societal, and economic levels (Ferguson et al, 2018). Educational systems are viewed as a panacea for such problems and are often accused by policy makers, news pundits, and community members of falling short in the achievement of high benchmarks related to effectiveness and failing to produce high quality teachers (Tyack and Cuban, 2000;Anthony et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing pre-service teachers’ adaptive expertise through STEM-CT integration in professional development and residency placements

Moran,

Robertson,

Tai

et al. 2023

Front. Educ.

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This paper focuses on how one innovative teacher education model, that included a unique residency model and the integration of computational thinking and digital teaching and learning in elementary classrooms, supported the development of adaptive expertise in pre-service teacher education programs. The theoretical frame applied in this study is adaptive expertise through the lens of sociocultural theory, and it employs tenets of ethnographic research procedure as methodology. Data demonstrated that the model provided pre-service teachers with a rigorous setting that allowed for practice of routine expertise as well as adaptive expertise. Additionally, analysis pointed to balancing efficiency and innovation and mentor-mentee collaboration as key components of the development of adaptive expertise in pre-service teachers.

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“…Various groups have then used this model to try to teach and assess AE via the use of problem-based learning and student ability to solve "novel problems" [12]- [15] . In addition, the original work of Fisher and Peterson was further developed by Ferguson et al [16] who chose to reduce the length of the AE survey as well as to alter the focus of the survey to three alternative dimensions: domain agility, self-assessed innovative practice, and orientation to innovation. This survey was then delivered to a large population of students to assess the impact of co-operative work experiences on student growth.…”

Section: Introductionmentioning

confidence: 99%