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<blockquote>People believe that because expert performance is qualitatively different from a normal performance the expert performer must be endowed with characteristics qualitatively different from those of normal adults. [...] We agree that expert performance is qualitatively different from normal performance and even that expert performers have characteristics and abilities that are qualitatively different from or at least outside the range of those of normal adults. However, we deny that these differences are immutable, that is, due to innate talent. Only a few exceptions, most notably height, are genetically prescribed. Instead, we argue that the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific ___domain.<ref name=":0">{{cite journal |last1=Ericsson |first1=K. Anders |last2=Krampe |first2=Ralf T. |last3=Tesch-Römer |first3=Clemens |title=The role of deliberate practice in the acquisition of expert performance. |journal=Psychological Review |date=July 1993 |volume=100 |issue=3 |pages=363–406 |doi=10.1037/0033-295X.100.3.363 |citeseerx=10.1.1.169.9712 }}</ref></blockquote>
One of Ericsson's core findings was that how expert one becomes at a skill has more to do with how one practises than with merely performing a skill a large number of times. An expert breaks down the skills that are required to be expert and focuses on improving those skill chunks during practice or day-to-day activities, often paired with immediate coaching feedback. Another important feature of deliberate practice lies in continually practising a skill at more challenging levels with the intention of mastering it.<ref name="Mayer, R. E. 2008">Mayer, R. E. (2008). ''Learning and Instruction.'' Upper Saddle River, New Jersey: Pearson Education, Inc.{{pn|date=January 2023}}</ref> Deliberate practice is also discussed in the books ''Talent is Overrated'' by [[Geoff Colvin]]<ref>Geoff Colvin, ''Talent is Overrated: What Really Separates World-Class Performers from Everybody Else''</ref> and ''The Talent Code'' by Daniel Coyle,<ref>Daniel Coyle, ''The Talent Code: Greatness Isn't Born. It's Grown. Here's How''</ref> among others. This includes, ''Grit: The Power of Passion and Perseverance,'' by [[Angela Duckworth]]<ref name=":1">{{Cite book|title=Grit : the power of passion and perseverance|last=Angela|first=Duckworth|date=3 May 2016|publisher=Simon and Schuster |isbn=978-1501111105|oclc=953827740}}</ref> and ''[[Outliers: The Story of Success]],'' by [[Malcolm Gladwell]].<ref>{{Cite book|url=https://archive.org/details/outliersstoryofs00glad|title=Featured book review : Outliers.|author1=Gladwell, Malcolm|last2=Summaries.|first2=Soundview Executive Book|date=2009-01-01|publisher=[Soundview Executive Book Summaries]|isbn=978-0316017923|oclc=605428328|url-access=registration}}</ref>
Ericsson also believes that some anatomical characteristics were believed to be fixed traits in the past. Genes rarely dictate what traits will be. However, his study has proven that the characteristics have the ability to change and adapt in response to intense practice over multiple years. Ericsson's statements on practice also support the 10 year rule. Ericsson believes that elite performance is the product of maximal effort over at least a decade. The maximal effort is described as using deliberate practice in order to improve performance.<ref name=":0" />
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#rigorous skills assessment
#specific information feedback
#better skills performance''<ref name="Duvivier_2011">{{cite journal |last1=Duvivier |first1=Robbert J |last2=van Dalen |first2=Jan |last3=Muijtjens |first3=Arno M |last4=Moulaert |first4=Véronique RMP |last5=van der Vleuten |first5=Cees PM |last6=Scherpbier |first6=Albert JJA |title=The role of deliberate practice in the acquisition of clinical skills |journal=BMC Medical Education |date=December 2011 |volume=11 |issue=1 |pages=101 |doi=10.1186/1472-6920-11-101 |pmid=22141427 |pmc=3293754 |s2cid=684799 |doi-access=free }}</ref>
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:
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