Show simple item record

Adaptive expertise: The optimal outcome of emergency medicine training

dc.contributor.authorBranzetti, Jeremy
dc.contributor.authorGisondi, Michael A.
dc.contributor.authorHopson, Laura R.
dc.contributor.authorRegan, Linda
dc.date.accessioned2022-04-08T18:09:01Z
dc.date.available2023-05-08 14:08:59en
dc.date.available2022-04-08T18:09:01Z
dc.date.issued2022-04
dc.identifier.citationBranzetti, Jeremy; Gisondi, Michael A.; Hopson, Laura R.; Regan, Linda (2022). "Adaptive expertise: The optimal outcome of emergency medicine training." AEM Education and Training (2): n/a-n/a.
dc.identifier.issn2472-5390
dc.identifier.issn2472-5390
dc.identifier.urihttps://hdl.handle.net/2027.42/172108
dc.publisherFarrar, Straus, & Giroux
dc.publisherWiley Periodicals, Inc.
dc.titleAdaptive expertise: The optimal outcome of emergency medicine training
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEmergency Medicine
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/172108/1/aet210731_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/172108/2/aet210731.pdf
dc.identifier.doi10.1002/aet2.10731
dc.identifier.sourceAEM Education and Training
dc.identifier.citedreferenceKawamura A, Harris I, Thomas K, Mema B, Mylopoulos M. Exploring how pediatric residents develop adaptive expertise in communication: the importance of "shifts" in understanding patient and family perspectives. Acad Med. 2020; 95 ( 7 ): 1066 ‐ 1072.
dc.identifier.citedreferenceEva KW, Bordage G, Campbell C, et al. Towards a program of assessment for health professionals: from training into practice. Adv Health Sci Educ. 2016; 21 ( 4 ): 897 ‐ 913.
dc.identifier.citedreferenceRegan L, Hopson LR, Gisondi MA, Branzetti J. Learning to learn: a qualitative study to uncover strategies used by master adaptive learners in the planning of learning. Med Teach. 2019; 41 ( 11 ): 1252 ‐ 1262.
dc.identifier.citedreferencePusic MV, Santen SA, Dekhtyar M, et al. Learning to balance efficiency and innovation for optimal adaptive expertise. Med Teach. 2018; 40 ( 8 ): 820 ‐ 827.
dc.identifier.citedreferenceKapur M. Productive failure in learning math. Cogn Sci. 2014; 38 ( 5 ): 1008 ‐ 1022.
dc.identifier.citedreferenceSchwartz DL, Martin T. Inventing to prepare for future learning: the hidden efficiency of encouraging original student production in statistics instruction. Cogn Instr. 2004; 22 ( 2 ): 129 ‐ 184.
dc.identifier.citedreferenceSchwartz DL, Chase CC, Oppezzo MA, Chin DB. Practicing versus inventing with contrasting cases: the effects of telling first on learning and transfer. J Educ Psych. 2011; 103 ( 4 ): 759 ‐ 775.
dc.identifier.citedreferenceCarbonell KB, Könings KD, Segers M, van Merriënboer JJ. Measuring adaptive expertise: development and validation of an instrument. Euro J Work Org Psych. 2016; 25 ( 2 ): 167 ‐ 180.
dc.identifier.citedreferenceKawamura A, Mylopoulos M, Orsino A, Jimenez E, McNaughton N. Promoting the development of adaptive expertise: exploring a simulation model for sharing a diagnosis of autism with parents. Acad Med. 2016; 91 ( 11 ): 1576 ‐ 1581.
dc.identifier.citedreferenceten Cate O, Snell L, Mann K, Vermunt J. Orienting teaching toward the learning process. Acad Med. 2004; 79 ( 3 ): 219 ‐ 228.
dc.identifier.citedreferenceBranzetti J, Gisondi MA, Hopson LR, Regan L. Aiming beyond competent: the application of the taxonomy of significant learning to medical education. Teach Learn Med. 2019; 31 ( 4 ): 466 ‐ 478.
dc.identifier.citedreferenceBerkhout JJ, Helmich E, Teunissen PW, van den Berg JW, van der Vleuten CP, Jaarsma AD. Exploring the factors influencing clinical students’ self‐regulated learning. Med Educ. 2015; 49 ( 6 ): 589 ‐ 600.
dc.identifier.citedreferenceNothnagle M, Anandarajah G, Goldman RE, Reis S. Struggling to be self‐directed: residents’ paradoxical beliefs about learning. Acad Med. 2011; 86 ( 12 ): 1539 ‐ 1544.
dc.identifier.citedreferenceLangley GJ. The Improvement Guide: A Practical Approach to Enhancing Organizational Performance. Jossey‐Bass; 2014.
dc.identifier.citedreferenceCutrer WB, Atkinson HG, Friedman E, et al. Exploring the characteristics and context that allow master adaptive learners to thrive. Med Teach. 2018; 40 ( 8 ): 791 ‐ 796.
dc.identifier.citedreferenceKulasegaram K, Min C, Howey E, et al. The mediating effect of context variation in mixed practice for transfer of basic science. Adv Health Sci Educ. 2015; 20: 953 ‐ 968.
dc.identifier.citedreferenceRassbach CE, Blankenburg R. A novel pediatric residency coaching program: outcomes after one year. Acad Med. 2018; 93 ( 3 ): 430 ‐ 434.
dc.identifier.citedreferenceGonzalo JD, Wolpaw DR, Krok KL, Pfeiffer MP, McCall‐Hosenfeld JS. A developmental approach to internal medicine residency education: lessons learned from the design and implementation of a novel longitudinal coaching program. Med Educ Online. 2019; 24 ( 1 ): 1591256.
dc.identifier.citedreferenceDeiorio NM, Foster KW, Santen SA. Coaching a learner in medical education. Acad Med. 2021; 96 ( 12 ): 1758.
dc.identifier.citedreferenceHatano G, Inagaki K. Two courses of expertise. Res Clin Center Child Dev. 1984; 82‐83:27 ‐ 36.
dc.identifier.citedreferenceBourne LE, Kole JA, Healy AF. Expertise: defined, described, explained. Front Psychol. 2014; 5.
dc.identifier.citedreferenceKahneman D. Thinking, Fast and Slow. Farrar, Straus, & Giroux; 2011.
dc.identifier.citedreferenceHicks NM, Bumbaco A, Douglas E. Critical Thinking, Reflective Practice, and Adaptive Expertise in Engineering [paper presentation]. 121st ASEE Annual Conference and Exposition 2014, Indianapolis, IN.
dc.identifier.citedreferenceLajoie SP, Gube M. Adaptive expertise in medical education: accelerating learning trajectories by fostering self‐regulated learning. Med Teach. 2018; 40 ( 8 ): 809 ‐ 812.
dc.identifier.citedreferenceMylopoulos M, Kulamakan K, Woods NN. Developing the experts we need: fostering adaptive expertise through education. J Eval Clin Pract. 2018; 24: 674 ‐ 677.
dc.identifier.citedreferenceCroskerry P. Adaptive expertise in medical decision making. Med Teach. 2018; 40 ( 8 ): 803 ‐ 808.
dc.identifier.citedreferenceDuval JF, Opas LM, Nasca TJ, Johnson PF, Weiss KB. Report of the SI2025 task force. J Grad Med Educ. 2017; 9 ( 6s ): 11 ‐ 57.
dc.identifier.citedreferenceThe Emergency Medicine Milestone Project. The Accreditation Council for Graduate Medical Education. 2021. Accessed September 29, 2021. https://staging.acgme.org/Portals/0/PDFs/Milestones/EmergencyMedicineMilestones.pdf?ver=2015‐11‐06‐120531‐877
dc.identifier.citedreferenceGisondi MA, Regan L, Branzetti J, Hopson LR. More learners, finite resources, and the changing landscape of procedural training at the bedside. Acad Med. 2018; 93 ( 5 ): 699 ‐ 704.
dc.identifier.citedreferenceSmith EM, Ford JK, Kozlowski SWJ. Building adaptive expertise: Implications for training design strategies. In: Quiñones MA, Ehrenstein A, eds. Training for a Rapidly Changing Workplace: Applications of Psychological Research. American Psychological Association; 1997.
dc.identifier.citedreferenceSchwartz D, Bransford J, Sears D. Efficiency and innovation in transfer. In: Mestre J, ed. Transfer of Learning from a Modern Multidisciplinary Perspective. Information Age Publishing; 2005.
dc.identifier.citedreferenceBransford J. Preparing people for rapidly changing environments. J Engin Educ. 2007; 96 ( 1 ): 1 ‐ 3.
dc.identifier.citedreferenceMylopoulos M, Steenhof N, Kaushal A, Woods NN. Twelve tips for supporting curricula that support the development of adaptive expertise. Med Teach. 2018; 40 ( 8 ): 850 ‐ 854.
dc.identifier.citedreferenceCutrer WB, Miller B, Pusic MV, et al. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med. 2017; 92 ( 1 ): 70 ‐ 75.
dc.identifier.citedreferenceKua J, Lim W, Teo W, Edwards RA. A scoping review of adaptive expertise in education. Med Teach. 2021; 43 ( 3 ): 347 ‐ 355.
dc.identifier.citedreferenceBloom BS, Engelhart MD, Furst EJ, Hill WH, Krathwohl DR. The classification of educational goals. Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. David McKay Company; 1956.
dc.identifier.citedreferenceMylopoulos M, Borschel DT, O’Brien T, Martimianakis S, Woods NN. Exploring integration in action: competencies as building blocks of expertise. Acad Med. 2017; 92 ( 12 ): 1794 ‐ 1799.
dc.identifier.citedreferenceBurkhardt JC, Parekh KP, Gallahue FE, et al. A critical disconnect: residency selection factors lack correlation with intern performance. J Grad Med Educ. 2020; 12 ( 6 ): 696 ‐ 704.
dc.identifier.citedreferenceEricsson KA, Krampe RT, Tesch‐Romer C. The role of deliberate practice in the acquisition of expert performance. Psych Rev. 1993; 100: 363 ‐ 406.
dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.