Expertise in Medicine and Surgery

Norman, Geoff; Eva, Kevin W.; Brooks, Lee R.; Hamstra, Stan

doi:10.1017/cbo9780511816796.019

Cited by 117 publications

(70 citation statements)

References 57 publications

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“…It serves as an explicit representation of the problem‐solving knowledge and skills required to diagnose and treat hernias. Norman, Eva, Brooks, and Hamstra () claimed that problem representation was an important way to organize and study the content and processes required for expert medical reasoning and problem solving. Unlike the weak theory approach where the manipulation of elements in the model must be discerned through the guidelines, judgments, and experiences of the test development specialists, a strong theory approach provides a cognitive model and some associated design principles for generating items (Bejar, ).…”

Section: Step #2: Identifying Content For Item Modelsmentioning

confidence: 99%

Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

Gierl

Lai

2013

Educational Measurement

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Changes to the design and development of our educational assessments are resulting in the unprecedented demand for a large and continuous supply of content‐specific test items. One way to address this growing demand is with automatic item generation (AIG). AIG is the process of using item models to generate test items with the aid of computer technology. The purpose of this module is to describe and illustrate a template‐based method for generating test items. We outline a three‐step approach where test development specialists first create an item model. An item model is like a mould or rendering that highlights the features in an assessment task that must be manipulated to produce new items. Next, the content used for item generation is identified and structured. Finally, features in the item model are systematically manipulated with computer‐based algorithms to generate new items. Using this template‐based approach, hundreds or even thousands of new items can be generated with a single item model.

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Section: Step #2: Identifying Content For Item Modelsmentioning

confidence: 99%

Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

Gierl

Lai

2013

Educational Measurement

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“…The simulation education research agenda is rich and ambitious 69 . The key is to keep focus on the goal of educating superb, expert clinicians 70 and to continuously study ways to improve the enterprise.…”

Section: Codamentioning

confidence: 99%

Research Opportunities in Simulation‐based Medical Education Using Deliberate Practice

McGaghie

2008

Academic Emergency Medicine

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There are many opportunities for the academic emergency medicine (EM) community to engage in simulation-based educational research using deliberate practice (DP). This article begins by defining and giving examples of two key concepts: deliberate practice and mastery learning. The article proceeds to report six lessons learned from a research legacy in simulation-based medical education (SBME). It concludes by listing and amplifying 10 DP research opportunities in academic EM. A coda states that the research agenda is rich and ambitious and should focus on the goal of educating superb, expert clinicians. Keywords: research agenda, simulation, deliberate practice, emergency medicine T his article amplifies an earlier report in Academic Emergency Medicine that sets forth an ambitious simulation research agenda in the specialty.1 The earlier report addressed the simulation research agenda as five broad categories: 1) simulation for education and training in emergency medicine (EM)-clinical experience and reflection, behavioral and team training, procedural simulation, computer screen-based simulation, and immersive environments; 2) simulation for evaluation and testing in EM; 3) special topics in EM-care process and organizational design, studying and improving performance, disaster management, and undergraduate medical education; 4) challenges in simulation-based research; and 5) future directions. The research opportunities identified in this article have a much narrower focus, i.e., the use of deliberate practice (DP) as an independent variable in the context of simulation-based education in EM.This article reviews the following: DP, a mastery learning model, six lessons learned, and 10 DP research opportunities. It does not, however, address other important topics in simulation-based EM education, including high-stakes personnel evaluation, systemsbased practice, and patient safety, which are covered in the companion articles in this thematic issue of Academic Emergency Medicine. DPDeliberate practice is an educational variable first described and evaluated by learning psychologist K. Anders Ericsson.2-5 DP endorses the idea that educational interventions must be strong, consistent, and sustained to promote lasting skill and knowledge attainment.6 Learners work hard when engaged in DP; it is not child's play. DP is an evidence-based variable that works and is grounded in information processing and behavioral theories of skill acquisition and maintenance.2-5 It involves at least nine features that can contribute to simulation-based education in EM:1. Highly motivated learners with good concentration (e.g., EM residents); 2. Engagement with a well-defined learning objective or task; at an 3. Appropriate level of difficulty; with 4. Focused, repetitive practice; that leads to 5. Rigorous, precise educational measurements; that yield 6. Informative feedback from educational sources (e.g., simulators, teachers); and where 7. Trainees also monitor their learning experiences and correct strategies, errors, and...

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“…Norman, Eva, Brooks and Hamstra (2006), suggest that expertise in a dynamic activity such as coaching interceptive sports requires adeptness in a wide ranging spectrum of knowledge structures. Although some stakeholders of the coaching sciences may direct emphasis to one branch of knowledge ahead of others, most expert coaches should be able to demonstrate proficiency in all domain specific knowledge areas that are associated with the coaching process (Hodges, Starkes, and MacMahon, 2006).…”

Section: Why Is It Important?mentioning

confidence: 99%

“…This need for proficiency in multiple streams of domain specific knowledge would suggest that coaching is dissimilar to many other domains of expertise (Norman, Eva, Brooks and Hamstra, 2006). Although some authority areas of the coaching sciences may give emphasis to one branch of knowledge ahead of others, most expert coaches should be able to demonstrate proficiency in all domain specific knowledge areas that are associated with the coaching process (Hodges, Starkes, and MacMahon, 2006).…”

Section: Locating the Key Performance Indicators Of Expert Coachingmentioning

confidence: 99%

“…Since 1986 researchers have regularly proposed that 'decisions' or 'decision making' be received as a key performance indicator of expertise in not only coaching practice but recently in many other disciplines such as medicine and surgery (Norman et al, 2006), transportation (Durso and Dattel, 2006) and chess (Gobet and Charness, 2006). However, in spite of multiple publications promoting 'decision making', Abraham and Collins (2011) suggest that there is very little evidence of research that attempts to consolidate decision making or other cognitive mechanisms as an actual indicator of expertise.…”

Section: Realigning the Prime Focus Of The Researchmentioning

confidence: 99%

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Expertise in coaching interceptive sports: A grounded theory model

Wharton¹

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School of Human Movement Studiesii | P a g e AbstractThe task of explaining the intricate and often abstract actions that define expert coaching practice has proven problematic for researchers and coaching practitioners alike. This dilemma was highlighted more than a decade ago by Cassidy, Jones and Potrac (2004) who had suggested that two of the most frequently employed nouns to elaborate on expert coaching practice: 'style' and 'methods', are applied incorrectly. More recently, in an extensive review of research that has examined coaching practice Lyle and Cushion iv | P a g e

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Expertise in Medicine and Surgery

Cited by 117 publications

References 57 publications

Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

Research Opportunities in Simulation‐based Medical Education Using Deliberate Practice

Expertise in coaching interceptive sports: A grounded theory model

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