The role of deliberate practice in the acquisition of clinical skills

Autor: Duvivier Robbert J; van Dalen Jan; Muijtjens Arno M; Moulaert Véronique RMP; van der Vleuten Cees PM; Scherpbier Albert JJA
Sprache: Englisch
Veröffentlicht: 2011
Quelle: Directory of Open Access Journals: DOAJ Articles
Online Zugang: http://www.biomedcentral.com/1472-6920/11/101
https://doaj.org/toc/1472-6920
doi:10.1186/1472-6920-11-101
1472-6920
https://doaj.org/article/016ad280b4944d4e9ddcbe4028c7c2f2
https://doi.org/10.1186/1472-6920-11-101
https://doaj.org/article/016ad280b4944d4e9ddcbe4028c7c2f2
Erfassungsnummer: ftdoajarticles:oai:doaj.org/article:016ad280b4944d4e9ddcbe4028c7c2f2

Zusammenfassung

Abstract Background The role of deliberate practice in medical students' development from novice to expert was examined for preclinical skill training. Methods Students in years 1-3 completed 34 Likert type items, adapted from a questionnaire about the use of deliberate practice in cognitive learning. Exploratory factor analysis and reliability analysis were used to validate the questionnaire. Analysis of variance examined differences between years and regression analysis the relationship between deliberate practice and skill test results. Results 875 students participated (90%). Factor analysis yielded four factors: planning, concentration/dedication, repetition/revision, study style/self reflection. Student scores on 'Planning' increased over time, score on sub-scale 'repetition/revision' decreased. Student results on the clinical skill test correlated positively with scores on subscales 'planning' and 'concentration/dedication' in years 1 and 3, and with scores on subscale 'repetition/revision' in year 1. Conclusions The positive effects on test results suggest that the role of deliberate practice in medical education merits further study. The cross-sectional design is a limitation, the large representative sample a strength of the study. The vanishing effect of repetition/revision may be attributable to inadequate feedback. Deliberate practice advocates sustained practice to address weaknesses, identified by (self-)assessment and stimulated by feedback. Further studies should use a longitudinal prospective design and extend the scope to expertise development during residency and beyond.