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Dreyfus Model of Skill Acquisition, by Craig McClure


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A description of the Dreyfus Levels, from the Arizona Medical Education Consortium

Published in: Business, Education, Technology

Dreyfus Model of Skill Acquisition, by Craig McClure

  1. 1. Dreyfus Model of SkillAcquisition ! " Craig McClure, MD ! " EOSG ! " University of Arizona ! " March 2005
  2. 2. Five Stages! "Novice! "Advanced Beginner! "Competent! "Proficient! "Expert
  3. 3. Novice! "The novice follows rules! "Specific rules for specific circumstances! "No modifiers! "“Context free”! "Don’t feel responsible for other than following the rule
  4. 4. The early medical student is taughtto obtain an EKG for chest pain,without other modifiers.
  5. 5. Advanced Beginner! "New “situational” elements are identified! "Rules begin to be applied to related conditions! "Decisions still are made by rule application! "Does not experience personal responsibility
  6. 6. The more experienced medicalstudent finds that dyspnea alsomight be associated with cardiacischemia and orders an EKG forthat situation as well.
  7. 7. Competence! "Numbers of rules becomes excessive! "Learn organizing principles or “perspectives”! "Perspectives permit assorting information by relevance! "The experience of responsibility arises from active decision-making
  8. 8. The competent physician realizesthe multitude of factors influencingthe likelihood that a single symptomrepresents ischemia and has adecision tree to allocateprobabilities balancing a number offactors in deciding when to order anEKG or other diagnostic modalitiesand begin treatment
  9. 9. Proficiency! " Intuitive diagnosis! " Approach to problem molded by perspective arising from multiple real world experiences! " “Holistic similarity recognition”! " Learner uses intuition to realize “what” is happening! " Conscious decision-making and rules used to formulate plan
  10. 10. The proficient physician realizes“this is an infarction” and thenapplies rules to decide aboutthrombolysis.
  11. 11. Expertise! "Don’t make decisions! "Don’t solve problems! "Do what works! "No decomposition of situation into discrete elements! "Pattern recognition extends to plan as well as diagnosis
  12. 12. “This is an infarction and we shouldimplement the following diagnosticand therapeutic interventions.”
  13. 13. Novice