Novice to Expert: An Exploration of How Professionals Learn

Daley, Barbara J.

doi:10.1177/074171369904900401

Cited by 183 publications

(149 citation statements)

References 17 publications

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“…They were able to not only operate in the messy and unpredictable world of clinical practice, but were able to learn from it. This capability to learn in, and from, practice is considered essential not only to develop but also to maintain clinical expertise (Eraut, 1994;Fish and Coles, 1998;Daley, 1999;Martin et al, 1999;Benner, 2004).…”

Section: Learning In and From Practicementioning

confidence: 99%

The impact of a musculoskeletal masters course: Developing clinical expertise

2011

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a b s t r a c t A common aim of Masters (MSc) courses in the UK, accredited by the Manipulation Association of Chartered Physiotherapists (MACP), is to promote the clinical expertise of practitioners. Few studies have explored the extent to which this is achieved and understanding is further hampered by the contested nature of expertise. This paper reports on the impact of an MACP approved MSc on practitioners and offers a conceptual model of their development towards clinical expertise.A qualitative theory-seeking case study was used, drawing on the procedures and processes of grounded theory. Twenty-six semi-structured interviews were conducted with eleven alumni from one MACP approved MSc programme. Dimensional analysis and the constant comparative method of data analysis, was used to build the conceptual model.Prior to enrolment, practitioners uncritically accepted knowledge from others and followed habitual routines with their patients. Their diet of informal CPD appeared ineffective in developing these attri-butes. The impact of the MACP approved MSc involved three developmental aspects of clinical expertise: critical understanding of practice knowledge, patient centred practice and capability to learn in, and from, clinical practice. These inter-related aspects of knowledge, practice and learning offer a conceptual model of the development towards clinical expertise. The most powerful experience to trigger change was direct observation and feedback of their clinical practice by an MACP educator; this highlights the value of clinical mentors facilitating less experienced colleagues. The implementation of such mentorship within departments may offer a cost effective and manageable way to support CPD within the workforce.

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Section: Learning In and From Practicementioning

confidence: 99%

The impact of a musculoskeletal masters course: Developing clinical expertise

2011

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“…Important prerequisites for script formation are that students have the possibility to perform in different situations and contexts and that they actively reflect on differences and similarities between those situations. Daley (1999) aims to investigate actual learning processes that take place in reflective practice, when students learn in one setting and transfer that information to their work environment. She shows that novices and experts perform and prefer different learning processes in the workplace.…”

Section: Students' Expertise Developmentmentioning

confidence: 99%

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

Schaap

Baartman

Bruijn

2011

Vocations and Learning

140

103

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Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students' learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students' learning processes in vocational schools and workplaces are related to six main themes: students' expertise development, students' learning styles, students' integration of knowledge acquired in school and workplace, processes of knowledge development, students' motivations for learning and students' professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students' learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students' learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.Vocations and Learning

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“…Whereas they may have been highly functioning individuals with finely honed skills and well developed career identities prior to becoming PA students, they are now all novices in a new profession. The transition from "competent" to the "incompetent" role (Daley, 1999;Terry, Callan, & Sartori, 1996) creates significant discomfort for many students and likely contributes to the development of psychological distress affecting cohort morale.…”

Section: Anecdotal Observations Of Patterns Of Student Moralementioning

confidence: 99%

“…Beyond just developing skills, Departure from the didactic portion of the program as they enter the clinical phase-students tell us they are "changed" having assimilated into the entry level of the culture of medicine students also expand their metacognitive abilities as they move through a developmental continuum. From the novice phase where rule-oriented behavior presides, to the increasing levels of proficiency inherent in the ascent toward the competency of the expert role (Daley, 1999;Dreyfus, 2004), students learn relevancy and "meaningful situational components" (Benner, 1982, p. 403) with which to address medical problems.…”

Section: Movingmentioning

confidence: 99%

"Like Drinking Water Out of a Fire Hydrant" Medical Education as Transformation: A Naturalistic Inquiry Into the Physician Assistant Student Experience

Kenney-Moore¹

2000

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Physician assistants are medical professionals educated in an allopathic medical education model in the United States. In order to successfully matriculate, educate and graduate safe and effective health care providers in a 2-year time frame, the 4-year M.D. curriculum has been abbreviated and condensed leading to an intense, full-time cohort educational experience that taxes physician assistant students to their limits. The demanding workload can lead to fluctuations in mood and morale along with increased levels of psychological distress. This dissertation explores this under examined student experience by first introducing the physician assistant profession and the process by which it educates its members. The cohort patterns of mood and morale observed by faculty during the educational process are described using the conceptual and theoretical models of transformative learning, transition, change and cross-cultural adaptation as explanations for the observed experience. A retrospective naturalistic research paradigm utilizing focus groups elucidated the student perspective of the cohort medical education experience over the course of the didactic curriculum, and study results highlight a threestage experience consistent with stages-of-change theories from multiple disciplines. In addition, a prominent pattern of emotional subthemes provide a window into the psychological significance of this transformative experience. A better understanding of the effects of this academically rigorous and psychologically challenging medical education process on physician assistant students clarifies opportunities for amelioration of student challenges while simultaneously enhancing the ultimate goal of developing safe and effective health care providers. To my esteemed colleague, Bob DeBarge-your unwavering dedication to excellence has been an inspiration and I value our partnership in guiding students through the didactic year of our program. Thank you for willingness to share your personal time during the data collection phase of this project and for your valuable editorial expertise with early drafts of this work.

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Novice to Expert: An Exploration of How Professionals Learn

Cited by 183 publications

References 17 publications

The impact of a musculoskeletal masters course: Developing clinical expertise

The impact of a musculoskeletal masters course: Developing clinical expertise

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

"Like Drinking Water Out of a Fire Hydrant" Medical Education as Transformation: A Naturalistic Inquiry Into the Physician Assistant Student Experience

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