Measuring adaptive expertise: development and validation of an instrument

Individuals with adaptive expertise possess the skills to deal with novel problems. Whereas this concept has been around since the mid-1980s, no instrument exists that provides a good operationalization of the theoretical construct. This inhibits the further development of research on adaptive expertise and the evaluation of employees' adaptive expertise levels. Adaptive expertise has been unanimously described as a composition of domain-specific and innovative skills. Some researchers argue that metacognitive skills are also crucial. This study aimed to establish whether an instrument measuring adaptive expertise is composed of these three dimensions. In addition, it was tested whether such an instrument is influenced by task variety and work experience, as previously reported in literature. A sample of 383 professionals and graduates were used to test the Adaptive Expertise Inventory. Through exploratory factor analysis (EFA), (E/CFA), and confirmatory factor analysis (CFA), the quality of the instrument was evaluated. Good model fit was achieved. The final instrument consisted of two dimensionsi.e., domain-specific and innovative skillswith five items each. Regression analysis showed that not work experience, but task variety is related to level of adaptive expertise. The Adaptive Expertise Inventory proved to be a valid instrument for measuring adaptive expertise

Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks

Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment

Accuracy and usefulness in assessing proficiency of the observational clinical human reliability assessment checklist of the open inguinal hernia repair procedure: A cross-sectional study

Background: The Observational Clinical Human Reliability Assessment (OCHRA) can be used to score errors during surgic

Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents’ problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific task-selection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heurist

An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation

Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students’ cognitive skills and motivation. We set up a three-group randomized post-test-only design: a control group working on an e-module; a cases group, combining the e-module with low-fidelity text-based patient cases, and a game group, combining the e-module with a high-fidelity simulation game with the same cases. Participants completed questionnaires on cognitive load and motivation. After a 4-week study period, blinded assessors rated students’ cognitive emergency care skills in two mannequin-based scenarios. In total 61 students participated and were assessed; 16 control group students, 20 cases students and 25 game students. Learning time was 2 h longer for the cases and game groups than for the control group. Acquired cognitive skills did not differ between groups. The game group experienced higher intrinsic and germane cognitive load than the cases group (p = 0.03 and 0.01) and felt more engaged (p < 0.001). Students did not profit from working on open cases (in adjunct to an e-module), which nonetheless challenged them to study longer. The e-module appeared to be very effective, while the high-fidelity game, although engaging, probably distracted students and impeded learning. Medical educators designing motivating and effective skills training for novices should align case complexity and fidelity with students’ proficiency level. The relation between case-fidelity, motivation and skills development is an important field for further study

One Step at a Time: Step by Step Versus Continuous Video-Based Learning to Prepare Medical Students for Performing Surgical Procedures

OBJECTIVE: The objective of this study was to compare the effects of cognitive load and surgical performance in medical students that performed the open inguinal hernia repair after preparation with step-by-step video-demonstration versus continuous video-demonstration. Hypothetically, the step-by-step group will perceive lower extraneous load during the preparation of the surgical procedure compared to the continuous group. Subsequently, fewer errors will be