Puzzling Over Self Assessment

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My presentation for medical residents on improving their self assessment skills.

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Puzzling Over Self Assessment

  1. 1. Deirdre Bonnycastle Physical Medicine & Rehabilitation Resident Retreat July 2014 Puzzling Over Self Assessment
  2. 2. Prerequisite Knowledge Motivation
  3. 3. Extrinsic Motivation
  4. 4. Intrinsic Motivation
  5. 5. Objective Upon completing this session, you will be able to use Deliberate Practice Theory to develop a process of self assessment
  6. 6. Task At your table discuss why self assessment is difficult.
  7. 7. Why Deliberate Practice? Expert performance is the end result of individuals‘ prolonged efforts to improve performance while negotiating motivational and external constraints. -Anders Ericsson, 1993
  8. 8. Deliberate Practice Process 1. Practice problems in medicine at the upper level of your ability 2. Develop a livelong habit of self monitoring (seek out blind spots/cognitive errors) 3. Repeat tasks to level of automaticity to improve performance. -Guest 2008
  9. 9. Why Deliberate Practice? High achieving medical students showed more characteristics of deliberate practice than low achieving students. -Moulaert 2004 WHY?
  10. 10. Develop a livelong habit of self monitoring At your table, brainstorm as many ideas as possible about how this might be done. Table with the largest number of ideas, gets a prize. (Extrinsic Motivation!)
  11. 11. Making it Explicit  pick one of the items from the brainstorming that you would be willing to try  write it down and pass it to the person on your left  read what was on the paper and pass it on. Comments!
  12. 12. Thank You Resources The Role of Deliberate Practice in the Acquisition of Expert Performance The definitive article from K.A. Ericsson who initially proposed the concept although not specifically medical The Effects of Deliberate Practice in Undergraduate Medical Education The present study investigated the relationship between several aspects of deliberate practice and study achievements among undergraduate medical students The Rigorous Application of Deliberate Practice Methods in Skills Courses Prepared for: UCLA/IALS Sixth International Clinical Conference Enriching Clinical Education Clinical Skills Training – practice makes perfect Research in instructional science demonstrates that the acquisition and maintenance of skills expertise in clinical medicine depend upon the learner’s engagement in deliberate practice of desired educational outcomes The Lifelong Challenge of Expertise (Guest article) The development and maintenance of expertise requires extensive time dedicated specifically to the improvement of skills, an activity termed deliberate practice
  13. 13. Developing Clinical Reasoning: The role of deliberate practice, reflection and analogical mapping Research indicated that practice, reflection, and cognitive processes are necessary for effective clinical reasoning ability but do not adequately answer the question of how they are related The Structure of Reflective Practice in Medicine The capability to reflect consciously upon one’s professional practice is generally considered important for the development of expertise and, hence, for education Deliberate Practice and CPD in Psychiatry This editorial outlines the philosophy of deliberate practice and potential difficulties in making use of it in psychiatry Mastery Learning Of Advanced Cardiac Life Support Skills Our objective was to use a medical simulator to assess PGY-2 medical residents' baseline proficiency in six ACLS scenarios and evaluate the impact of an educational intervention grounded in deliberate practice on skill development to mastery standards Reflection, perception and the acquisition of wisdom Medical Education 2008 Rewards and Punishment http://medicaleducation.wikifoundry.com/page/Rewards+and+Punishment

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