Deliberate Practice in Medical Education
Duvivier et al. reconstructed the concept of deliberate practice into practical principles to describe the process as it relates to clinical skill acquisition. They defined deliberate practice as:
- repetitive performance of intended cognitive or psychomotor skills.
- rigorous skills assessment
- specific information feedback
- better skills performance
They further described the personal skills learners need to exhibit at various stages of skill development in order to be successful in developing their clinical skills. This includes:
- planning (organize work in a structured way).
- concentration/dedication (higher attention span)
- repetition/revision (strong tendency to practice)
- study style/self reflection (tendency to self-regulate learning)
While the study only included medical students, the authors found that repetitious practice may only help the novice learner (year 1) because as expertise is developed, the learner must focus and plan their learning around specific deficiencies. Curriculum must be designed to develop students' ability to plan their learning as they progress in their careers.
Finally, the findings in the study also have implications for developing self-regulated behaviors in students. Initially, a medical student may need focused feedback from instructors, however as they progress they must develop the ability to self-assess.
Read more about this topic: Practice (learning Method)
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