Cognitive psychological views on expertise development; a review

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Cognitive psychological views on expertise
development a review

• Els Boshuizen
• Educational Technology Expertise Centre
• Ounl
• Heerlen

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Maastricht University, Open University, Erasmus
University Rotterdam

• Henk Schmidt, Els Boshuizen, Pie Hobus, Metta
  Hofstra, Eugène Custers, Margje van de Wiel, Rina
  Vaatstra, Remy Rikers, Jos Arts, Ilse van
  Eekelen, Agnes Wagenaar, Fleurie Nievelstein, and
  more
• In cooperation with Geoff Norman, Vimla Patel,
  Paul Feltovich, et al.

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Cognitive psychological views on professional
expertise development a review
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Professions, professionals and professional
expertise

• How professions develop
• Developments in the profession, work place and
  society
• How professionals do their work
• Disciplined by the peer group and law
• Features of the workplace
• Whole group (variability)
• How they become good at it (or not)
• How education is/should be organised
• Tensions between individual goals and
  professional claims

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Difference with Deliberate Practice tradition

• Teaching for the profession has been starting
  point, not excellent performance
• But we do use performance indicators and criteria

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Cognitive psychological approach
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Cognitive psychological theory on expertise
development

• Stage theory
• Knowledge increase, validation and integration
• Knowledge encapsulation
• (Illness) script formation
• Episodes
• Reasoning and decision making
• Performance

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Exper-tise level Knowledge structure Change process Problem solving based on Cognitive control required in clinical reasoning Demand on cognitive capacity
Novice Networks (incomplete and loosely linked) Knowledge accretion, integration and validation Long chains of detailed reasoning steps through networks Active monitoring of each reasoning step High
Inter-media-te Networks (tightly linked and integrated) Encapsulation Reasoning through encapsulated network abbreviated Active monitoring of each reasoning step Medium
Expert Illness scripts Illness script formation Illness script activation and instantiation Monitoring of the level of script instantiation Low
Memory traces of previous cases Instantiated scripts Automatic reminding Check relevance Low
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What is not described?

• Learning processes undertaken
• How people organise these learning processes
• How the excellent differ from the rest (although)

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four studies

• Jos Arts (management)
• Margje van de Wiel (medicine)
• Agnes Wagenaar (clinical psychology)
• Fleurie Nievelstein (private law)

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Jos Arts
6,0
university
workplace
5,0
4,0
quality of solution
3,0
2,0
1,0
0,0
1 st yr
2 nd yr
3 rd yr
4 th yr
2 yr exp
5 yr exp
12.5 yr exp
25 yr exp
novices
students
students
students
students
expertise level
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Subdivided into
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Van de Wiel study

• Micro-proceses of knowledge encapsulation
• Multiple cases multiple disease processes

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Further analysis on

• Kind cognitive of activity
• Nature and quality of knowledge used
• Metacognitive remarks on status of knowledge
• --gt Conclusion faster, but not better diagnosis
  and decrease in elaborate and detailed
  (biomedical) reasoning
• Very detailed analysis of selected protocols on
  how these lines of reasoning developed over time

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Agnes Wagenaar

• Knowledge in action
• Video-stimulated post hoc think aloud protocols

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Knowledge in action
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Additional studies on

• Learning from experience
• Stress, coping and learning

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Nievelstein

• Knowledge structure and reasoning
• Encapsulations/intermediary concepts
• Ontological change
• Reasoning style (adversarial reasoning)

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Difference with Deliberate Practice tradition

• Focus on development of knowledge structures and
  reasoning
• With the aim of improving education
• How plus how well tasks are performed
• No differentiation within groups so far

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Bedankt voor uw aandacht
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