Beyond the tensions within transfer theories: implications for adaptive expertise in the health professions

We present three instructional principles that may better support transfer and adaptive expertise in trainees: i) identifying and incorporating meaningful variability in practice, ii) integrating conceptual knowledge during practice iii) using assessments of trainees ’ transfer. Taken together, we offer an integrative perspective to how educational systems and experiences can be designed to develop and encourage adaptive expertise and transfer.
Source: Advances in Health Sciences Education - Category: Universities & Medical Training Source Type: research