The role of deliberate practice in the acquisition of clinical skills

Duvivier, Robbert; Dalen, Jan van; Muijtjens, Arno M. M.; Moulaert, Véronique; Vleuten, Cees van der; Scherpbier, Albert

doi:10.1186/1472-6920-11-101

Cited by 148 publications

(118 citation statements)

References 29 publications

(25 reference statements)

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“…Reflective learning (Schön 1983(Schön , 1987 has important relevance to medical education, and more widely in society (Archer 2012). The role of deliberate practice (Duvivier et al 2011), using reflection and feedback as tools to develop both knowledge and skills is starting to provide very valuable insights for educators helping students develop autonomous learning.…”

Section: ) (Iii)mentioning

confidence: 99%

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

2013

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There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.

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Section: ) (Iii)mentioning

confidence: 99%

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

2013

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“…This allowed the concept of ''deliberate practice'' to take place; a form of training directed at improving performance by using repetitive performance of psychomotor skills, assessment of skills, feedback, and improved performance. 23 Many of the students interviewed described their SL program as a transformative learning experience. Mezirow defined transformative learning as ''the process of effecting change in a frame of reference.''…”

Section: Discussionmentioning

confidence: 99%

A focus group study of chiropractic students following international service learning experiences

Boysen¹,

Salsbury²,

Derby³

et al. 2016

Journal of Chiropractic Education

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Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor-patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices.

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“…The rubric was based on previously defined salient elements of deliberate practice, 45,56 which were modified for use in the rubric. The four elements are: (1) repetitive performance of skills by the learner; (2) assessment of skills by the teacher; (3) specific feedback to the learner by the teacher; and (4) observation of improved performance in a controlled setting.…”

Section: Study Reviewmentioning

confidence: 99%

“…Deliberate practice is an educational strategy that is known to be an effective means of achieving expertise 44 and has been shown to be effective in teaching clinical skills in medical education. [45][46][47] In this method of training, the learner repetitively practices skills and un-dergoes assessment with feedback, resulting in observed improvement of skill performance. 44,45 Deliberate practice would seem to be an ideal means of teaching PE, but this has not yet been systematically examined.…”

Section: Introductionmentioning

confidence: 99%

Physical Examination Education in Graduate Medical Education—A Systematic Review of the Literature

et al. 2013

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The role of deliberate practice in the acquisition of clinical skills

Cited by 148 publications

References 29 publications

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

A focus group study of chiropractic students following international service learning experiences

Physical Examination Education in Graduate Medical Education—A Systematic Review of the Literature

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