tailieunhanh - Achieving Excellence in Medical Education - part 3

Không ai có thể ngồi xuống với một cuốn sách về cờ vua, hoặc tham dự các lớp học cờ vua, và trở thành một chuyên gia trong vài trăm hoặc vài nghìn giờ. Có lẽ thậm chí còn quan trọng hơn là việc thực hiện chuyên môn có xu hướng được đánh giá cao miền cụ thể. Chỉ vì mọi người trở thành chuyên gia tại cờ vua không có nghĩa | 24 Achieving Excellence in Medical Education 50 000 hours of chess playing. No one can sit down with a book about chess or attend chess classes and become an expert in several hundred or several thousand hours. Perhaps even more significant is the realization that expertise tends to be highly domain specific. Just because people become experts at chess does not mean that they will be expert mathematicians linguists or psychologists. Similarly a physician who is an expert in cardiology may not perform better than average in another discipline such as gastroenterology. Likewise expert physicians are not necessarily good leaders managers or businesspeople. Chess offers another interesting insight into expertise. It turns out that a world-class chess player can absorb a great deal of information about a chess match in a very short period of time. Shown a particular chess game in progress an expert can often reproduce the position of most or all the pieces on the board after looking at it for only a second or so. By contrast a novice might have great difficulty reproducing the position of more than a few pieces. However the expert s ability is limited in a particularly revealing way. Experts can only reproduce the position of the pieces when their position represents an actual game of chess. If the pieces are randomly positioned the expert performs little better than the novice. This indicates that expertise requires meaning. That is the expert must understand the pieces as fitting into some larger strategic configuration if their position is to be memorable. How could we capitalize on these insights in medical education First we need to focus our educational efforts in ways that highlight integrating concepts. Our aim is not to download reams of data but to help learners locate and begin to exploit approaches that bring order to what they will see in daily practice as clinicians scientists and educators. Although it is important to give learners an overview of the .