Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains.

By K. Anders Ericsson. Academic medicine : journal of the Association of American Medical Colleges, 2004

2,926 citations recorded by the source corpus.

Subfields: Family Practice, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/2f48a1937b4502fc11b3b0cc0889bcba02d34750

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. D. A. Cook
2. Marc M. Triola
3. P. Erwin
4. K. Nandagopal
5. Roy W. Roring
6. David F. Feldon
7. K. Rosen
8. J. Spector

In Public Health, Environmental and Occupational Health

1. D. A. Cook
2. P. Erwin
3. Marc M. Triola
4. David F. Feldon
5. Roy W. Roring
6. K. Nandagopal
7. K. Rosen
8. J. Spector

Citations in the corpus

• Virtual patients: a critical literature review and proposed next steps (2009, background): “Not only can VP cases illustrate multiple distinct presentations, 46 but deliberate practice 4 can be facilitated by sequencing cases to ensure an ideal case mix, structuring learning to develop constituent skills and reinforce knowledge structures 45 (i. e. considering alternative options, 47…”
• Protocol Analysis and Expert Thought: Concurrent Verbalizations of Thinking during Experts' Performance on Representative Tasks (2006, background): “When studies present very challenging medical problems to specialists and medical students, the experts give more accurate diagnoses (Ericsson, 2004 ; Norman, Trott, Brooks, & Smith, 1994).”
• Non‐analytical models of clinical reasoning: the role of experience (2007, background): “22 By contrast, error-checking strategies, such as admoni-tions admoni-tions to (cid:2) think of other possibilities (cid”
• Expertise and Dynamic Tasks (2008, background): “Studies pertaining to the development of expertise suggest that it takes a great deal of focused and deliberate practice to achieve superior levels of performance ( Ericsson, 2004 ).”
• Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework (2007, methodology): “Furthermore, the encoding and retrieval mechanisms acquired by the students were investigated and experimentally validated as mediating the superior performance (Ericsson, 1988, 2004).”
• Simulation‐based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit * (2009, background): “The remaining 3 hrs featured ultrasound training and the opportunity for deliberate practice with individualized feedback (23).”
• The role of deliberate practice and play in career progression in sport: the early engagement hypothesis (2009, positive): “, 1993), medicine (Ericsson, 2004), and academia (Simonton, 1999, 2000) (for reviews, see Ericsson, 2006; Ericsson, 2007; Ericsson, Roring, & Nandagopal, 2007).”
• Competency-based medical education: theory to practice (2010, result): “The current view of physician competence is that it involves multiple domains of ability, in keeping with the work of Epstein and Hundert (2002), Gardner’s work on multiple intelligences (2006), and expertise theory (Ericsson 2004; Ericsson et al. 2006).”
• The history of medical simulation. (2008, background): “Medical education has only recently applied the concept of deliberate practice to the acquisition and retention of medical skills [4].”
• Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review (2005, background): “measured intelligence) for the acquisition, demonstration and maintenance of skills mastery (Ericsson, 2004).”
• Difficult Airway Society 2015 guidelines for management of unanticipated difficult intubation in adults (2015, background): “Regular practice is required to ensure that the improved view translates reliably into successful tracheal intubation.(114)”
• Recent advances in expertise research: a commentary on the contributions to the special issue (2005, background): “19: 233–241 (2005) correlation between representative performance in a wide range of domains of expertise and the amount of experience in the corresponding domain, at least beyond the initial period when minimal acceptable proficiency is attained (Ericsson, 2004; Ericsson & Lehmann, 1996).”