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Exploring residents' perceptions of expertise and expert development
Maria Mylopoulos1, Glenn Regehr, Shiphra Ginsburg
1SickKids Learning Institute, 555 University Ave, Toronto, ON, Canada M5G 1X8. maria.mylopoulos@utoronto.ca
Academic Medicine : Journal of the Association of American Medical Colleges
|September 30, 2011
Summary
Physician residents view expertise development through routine practice, recognizing its complexity and the importance of nonroutine problem-solving for adaptive expertise.
Area of Science:
- Medical Education Research
- Professional Development Studies
Background:
- Trainees are expected to become adaptive experts capable of solving routine and nonroutine problems.
- Expert development involves trainees actively guiding their own learning processes.
Purpose of the Study:
- To explore how postgraduate residents conceptualize expertise.
- To understand residents' views on expert development and their learning trajectories.
Main Methods:
- Grounded theory approach.
- Conducted over 11 months at a Canadian university.
Main Results:
- Three themes emerged: routinization as a path to expertise, complex understanding of routine practice, and recognition of nonroutine problems' importance.
- Participants demonstrated progressive problem-solving and integrated nonroutine problem-solving into their concept of expert practice.
Conclusions:
- Highlights residents' developing understanding of routine and nonroutine problem-solving complementarity.
- Emphasizes the crucial role of nonroutine problem-solving in achieving expert practice.
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