Practice (learning method): Difference between revisions

Revision as of 16:17, 21 March 2024

Revision as of 08:38, 12 July 2024

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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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#concentration/dedication (higher attention span)

#repetition/revision (strong tendency to practice)

#study style/self reflection (tendency to self-regulate learning)''<ref name="Duvivier_2011"/>

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.