Adaptive Expertise Research Articles

Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

PurposeThis paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.Design/methodology/approachThis study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.FindingsThis analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.Originality/valueThis study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

Development of an instrument for medical students’ self-assessment of facets of competence for patient-centred care

ObjectiveTo develop a facets of competence self-assessment instrument (FOCSI) with operationalised items for ten competence facets required for patient-centred care at the beginning of residency. MethodsWe conducted focus groups and cognitive interviews with final-year medical students to develop items that match students’ clinical experience. We tested 50 items in two samples and analysed model fit and internal consistency of all possible combinations to identify the optimal ten-item-solution. Item analysis was performed as well as correlation with six personality traits. ResultsAn optimal ten-item solution for the self-assessment instrument emerged for sample 1 (n = 101, 27.2 ± 3.5 years, 75.2 % female). We validated the model fit with sample 2 (n = 135, 27.7 ± 3.9 years, 66.7 % female): χ2(35) = 49.3, p = .055, CFI = .94, RMSEA = .055, SRMR = .058, Cronbach’s alpha = .78. The personality factors ‘Conscientiousness’ and ‘Extraversion’ correlate positively with most FOCSI items. ConclusionThe operationalised FOCSI items support undergraduate medical students close to graduation in realistic self-assessment of facets of competences for patient-centred care in their transition to residency. Practice implicationsRealistic self-assessment of facets of competence will provide medical students with the opportunity to monitor their competence development as part of self-directed learning for gaining adaptive expertise in professional, patient-centred care.

Exploring adaptive expertise in residency: the (missed) opportunity of uncertainty

Preparing novice physicians for an unknown clinical future in healthcare is challenging. This is especially true for emergency departments (EDs) where the framework of adaptive expertise has gained traction. When medical graduates start residency in the ED, they must be supported in becoming adaptive experts. However, little is known about how residents can be supported in developing this adaptive expertise. This was a cognitive ethnographic study conducted at two Danish EDs. The data comprised 80 h of observations of 27 residents treating 32 geriatric patients. The purpose of this cognitive ethnographic study was to describe contextual factors that mediate how residents engage in adaptive practices when treating geriatric patients in the ED. Results showed that all residents fluidly engaged in both adaptive and routine practices, but they were challenged when engaging in adaptive practices in the face of uncertainty. Uncertainty was often observed when residents’ workflows were disrupted. Furthermore, results highlighted how residents construed professional identity and how this affected their ability to shift between routine and adaptive practices. Residents reported that they thought that they were expected to perform on par with their more experienced physician colleagues. This negatively impacted their ability to tolerate uncertainty and hindered the performance of adaptive practices. Thus, aligning clinical uncertainty with the premises of clinical work, is imperative for residents to develop adaptive expertise.

Exploring the strategies used by Master Adaptive Learners in the planning of learning

Introduction: Due to changing health care system a learner has to re-establish prior knowledge to address current issues. A Master Adaptive Learner (MAL) utilizes a metacognitive approach to enhance the self-regulated learning which leads to an adaptive expertise development.Objective: To explore the strategies used by the Master Adaptive Learners in the planning of learning.Methods: A qualitative phenomenological study was carried out in 2021 May till to November in University College of Medicine and Dentistry. A total of five interviews were conducted, the number was restricted due to data saturation. Purposeful sampling technique was used to select doctors on head of department's recommendations as learners demonstrating exceptional performance during ward rounds and daily duties. Questionnaire was validated and piloted to ensure clarity.Interviews were recorded and transcribed verbatim. Confidentiality and anonymity was ensured.Results: Following themes were developed (1) Gap Identification: (a) Gaps in clinical practice (b) Gaps in teaching (2) Prioritization of Gaps: a) Prioritizing the patient (b) Prioritizing gaps in teaching (3) Identification of Resources. (4) Self-Regulation: (a) Scheduling (b) Self-awareness (5) Motivation: (a) Intrinsic (b) ExtrinsicConclusion: With the aim of providing a good healthcare system, the clinicians need a continuous learning- plan to effectively demonstrate adaptive expertise in routine practices. The current study concludes that the master Adaptive Learners use these five basic strategies that affect their planning and helps design learning opportunities to capitalize on these strategies through their role as coaches in the learning environment.Keywords: Learning, Master Adaptive Learner, Techniques

Surviving uncertainty: the impact of COVID-19 policies on the teaching practicum in Turkey

ABSTRACT The pandemic outbreak has yielded tremendous uncertainty in educational procedures worldwide, with teaching practicum among the most challenged areas. The internal actors in practicum (supervisors, mentor teachers, and pre-service teachers) had to go through an unprecedented process. In this respect, this study aims to scrutinise the experiences of teacher educators and pre-service teachers to unearth the influence of educational policies on COVID-dominated practicum, based on the data from nine universities in seven different regions across Turkey. Data obtained via interviews with teacher educators (9 supervisors and 11 mentors) and qualitative surveys with 35 pre-service teachers were analysed from an exploratory lens. The results indicate that educational policies during the pandemic and lack of a standard policy negatively influenced practicum experience and teacher learning. We suggest that professional flexibility and adaptive expertise are of utmost importance for teacher education, as a discipline both susceptible and responsive to radical changes in society.

Facilitating Adaptive Expertise in Learning Computed Tomography, A Randomized Controlled Trial

Facilitating Adaptive Expertise in Learning Computed Tomography, A Randomized Controlled Trial

Fostering Adaptive Expertise Through Simulation.

Technology-enhanced simulation has been used to tackle myriad challenges within health professions education. Recently, work has typically adopted a mastery learning orientation that emphasizes trainees' sequential mastery of increasingly complex material. Doing so has privileged a focus on performance and task completion, as captured by trainees' observable behaviors and actions. Designing simulation in these ways has provided important advances to education, clinical care, and patient safety, yet also placed constraints around how simulation-based activities were enacted and learning outcomes were measured. In tracing the contemporary manifestations of simulation in health professions education, this article highlights several unintended consequences of this performance orientation and draws from principles of adaptive expertise to suggest new directions. Instructional approaches grounded in adaptive expertise in other contexts suggest that uncertainty, struggle, invention, and even failure help learners to develop deeper conceptual understanding and learn innovative approaches to novel problems. Adaptive expertise provides a new lens for simulation designers to think intentionally around how idiosyncrasy, individuality, and inventiveness could be enacted as central design principles, providing learners with opportunities to practice and receive feedback around the kinds of complex problems they are likely to encounter in practice. Fostering the growth of adaptive expertise through simulation will require a fundamental reimagining of the design of simulation scenarios, embracing the power of uncertainty and ill-defined problem spaces, and focusing on the structure and pedagogical stance of debriefing. Such an approach may reveal untapped potential within health care simulation.

Tutoring during the pandemic: mentoring tutors’ formative experiences using digital and digital multimodal texts

ABSTRACT This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from their students, and had the potential to differentiate their lessons in accordance with learners’ needs, but the technology challenges they faced seemed insurmountable to some. Given their lack of teaching experience, tutors struggled to determine the appropriateness of the resources and they held distinct perceptions of the accomplishments and challenges related to their tutoring sessions. Mentor responsiveness exhibited by honouring tutors’ adaptive expertise can be seen as an important aspect of fostering tutors’ confidence. Focusing on the role of the mentor in preservice teachers’ tutoring field placements is a suggested area for future research.

Preparing future physicians for complexity: a post-graduate elective in HIV psychiatry

BackgroundPatients with complex care needs have multiple concurrent conditions (medical, psychiatric, social vulnerability or functional impairment), interfering with achieving desired health outcomes. Their care often requires coordination and integration of services across hospital and community settings. Physicians feel ill-equipped and unsupported to navigate uncertainty and ambiguity caused by multiple problems. A HIV Psychiatry resident elective was designed to support acquisition of integrated competencies to navigate uncertainty and disjointed systems of care – necessary for complex patient care.MethodsThrough qualitative thematic analysis of pre- and post-interviews with 12 participants – residents and clinic staff – from December 2019 to September 2022, we explored experiences of this elective.ResultsThis educational experience helped trainees expand their understanding of what makes patients complex. Teachers and trainees emphasize the importance of an approach to “not knowing” and utilizing integrative competencies for navigating uncertainty. Through perspective exchange and collaboration, trainees showed evidence of adaptive expertise: the ability to improvise while drawing on past knowledge.ConclusionsPostgraduate training experiences should be designed to facilitate skills for caring for complex patients. These skills help residents fill in practice gaps, improvise when standardization fails, and develop adaptive expertise. Going forward, findings will be used to inform this ongoing elective.

Components and Outcomes in Under- and Postgraduate Medical Education to Prepare for the Delivery of Integrated Care for the Elderly: A Scoping Review.

The ageing society requires physicians who can deliver integrated care, but it is unclear how they should be prepared for doing so. This scoping review aims to create an overview of educational programmes that prepare (future) physicians to deliver integrated care while addressing components and outcomes of the interventions. We included papers from five databases that contained: (1) integrated care (2) education programme (3) medical students (4) elderly, or synonyms. We divided the WHO definition of integrated care into ten components for the concept of 'integrated care'. Data were collected with a charting template, and template analysis was used to formulate themes. We found 17 educational programmes in different learning settings. All programmes addressed several components of the WHO definition. The programmes primarily focused on care for individual patients (micro-level), and the outcomes suggested that experiencing the complexity of care is key. This review revealed the limited evidence on educational programmes about integrated care for the elderly. Our findings suggest that educational programmes on integrated care should not be limited to the micro-level, and that students should obtain adaptive expertise by experiencing complexity. Future research should contain an explicit description and definition of integrated care.

Learning-centered lesson design and learning about teaching in a pre-service teacher education course

Designing lessons is a prominent means in pre-service teacher education for developing student teachers’ understanding of what good teaching involves and how to plan for such teaching. A new approach to teaching lesson design in a pre-service teacher education program has prompted research on what and how student teachers learn from this new approach to prepare them for teaching. This article reports on practitioner research that draws on principles derived from the body of scholarship dubbed the “science of learning”. An interpretive research approach was followed, and data was collected via semi-structured interviews that were juxtaposed with lessons that student teachers designed. The pattern that emerged from the analyzed data was that this new lesson design approach helped student teachers to develop a good understanding of the nature of learning; and that such understanding is important because teaching is ultimately about helping learners to learn. In addition, participants articulated that invoking the principles used forced them to be more metacognitive and intentional in designing the lessons. Thus, moving beyond teaching methods and classroom discipline to a focus on how to best guide and support the intended learning of specific learners. Participants were also of the view that the approach is suitable to use in varying contexts because it is not dependent on the availability of resources. The authors conclude that a lesson design approach that draws on the science of learning has much to offer student teachers towards becoming adaptive experts who are able to create significant learning experiences for learners. Additionally, pre-service teachers will benefit from an approach that is modelled by teacher educators, and which employs an iterative process that uses deliberate practice to work towards adaptive expertise.

Exploring the Relationship Between Attitudes of Preservice Primary Science Teachers Toward Integrated STEM Teaching and Their Adaptive Expertise in Science Teaching

The call for the implementation of integrated science, technology, engineering, and mathematics (iSTEM) teaching has been on the rise. This teaching approach helps students to develop innovative skills and meet twenty-first century challenges. However, teachers need to possess positive attitudes toward iSTEM teaching to implement it. Therefore, studying factors that influence these attitudes is important. So far, investigated factors have focused on teachers’ personal and professional experiences. Predisposing and enabling factors related to iSTEM teaching are yet to be investigated. One putative construct that includes predisposing and enabling factors is adaptive expertise (AE) which allows professionals to highly perform in new tasks. Here, we argue that AE in science teaching is linked to teachers’ iSTEM attitudes through its three dimensions: perceived relevance (PR), self-efficacy (SE), and anxiety (Anx). We utilized a cross-sectional survey method to verify the proposed relationship on fourth year preservice primary science teachers (n = 91). They completed two online surveys measuring AE in science teaching and iSTEM attitudes, respectively. Results from multivariate regression modeling indicate a significant positive effect of AE in science teaching was found significantly positive on all three dimensions of iSTEM attitudes. These findings draw teacher educators’ attention to the importance of developing adaptive expertise while preparing iSTEM teaching advocates.

Limiting case analysis in an electricity and magnetism course

Limiting case analysis (LCA) is important to practicing physicists. Yet, there is little concrete guidance for physics educators, and a lack of consensus in the research community about how to help students learn, and learn from, limiting case analysis. In this study, we first review existing literature to find commonalities and variations in how instructors encourage and assess students’ limiting case analysis and to highlight how it has been used by practicing physicists. Then, we examine written work from successive cohorts of physics students, all of whom have completed a course with the same instructor who emphasizes limiting case analysis in his teaching. We frame our analysis largely in terms of the theoretical framework of “adaptive expertise,” finding support in the literature for the view that it is the nonalgorithmic and even playful aspects of LCA that are instrumental to its alignment with adaptive expertise rather than routine expertise. Analysis of students’ commentary about how they decide which limiting cases to examine when evaluating the reasonableness of an equation provides new insights into how LCA might be better supported in the classroom so that more students can access this important tool of physics.14 MoreReceived 2 June 2022Revised 4 January 2023Accepted 6 March 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010125Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasInstructional strategiesScientific reasoning & problem solvingProfessional TopicsUpper undergraduate studentsPhysics Education Research

전직 중장년 여성 프리랜서 강사의 강사 전문성 형성과정

The purpose of this study is to develop a theoretical model by gaining insight from the life path of former middle-aged female freelance instructors and exploring the formation of their expertise. The researcher selected 11 middle-aged female freelance instructors as a theoretical sample, collected data through in-depth interviews, and theorized the collected data through systematic grounded theory. The participants in this study became professional instructors by achieving work-life balance (WLB) through nomadic reflection during the process of developing their instructional expertise. Accordingly, ‘middle-aged female professional instructor's insight and liberation of nomadism' was derived as a core category of the theoretical integration analysis step. Through the study using the theoretical model it was found that the participants discover their own value through self-introspection and continuous self-directed learning, and built their expertise by drawing innovative growth. Therefore, in this study, the experience of reconstructing and expanding the subjective life of middle-aged women was modeled. In recent years, as the demand for lifelong learning has increased, the importance of establishing the status and qualifications of freelance instructors has emerged and active discussions have been taking place. This study suggests that the process of formation should be considered as an important factor in the discussion of adaptive expertise, especially in the expertise research. In addition, this study attempted to present theoretical and practical implications through research on the formation process of instructor expertise, which is insufficient when compared to competency research.

Practice-based 21st-century teacher education: Design principles for adaptive expertise

Currently, there is consensus about an education to promote 21st-century skills; however, limited research has explored how to incorporate them into practice-based teacher education. This article characterizes three design principles underpinning a one-year design-based research project that planned and tested a learning sequence for developing early adaptive expertise through critical thinking and collaboration. On average, the 14 prospective teachers who participated in this study scored 63% for core practices and 66% for pedagogical reasoning. Our study proposes a set of tools and activities for 21st-century teacher education that foregrounds specific progressive pedagogies to increase core practices and pedagogical reasoning performances.

Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

AbstractWith an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize epistemic orientation and understandings of epistemic tools for adaptive teaching, making this study distinct from previous research on AdTex. In particular, this study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple‐case study with 24 teachers. The qualitative profile analysis suggests that the development of epistemic resources is closely related to teachers' attention to student ideas, student agency, and a balance between flexibility and productivity regardless of context. The analysis demonstrates that the development of epistemic resources can represent the degree of development of AdTex and provide a rich research pathway for future analysis.

Training for Adaptive Expertise: Why, What, and How.

Routine expertise is the efficient use of mastered skills at a high level of competency in familiar situations. Novel case variation and continuous scientific advances preclude reliance on routine expertise alone. Medical training programs must prepare learners to solve unfamiliar problems by cultivating adaptive expertise. Adaptive expertise is the ability to transfer existing knowledge to innovate a solution for an unfamiliar problem.

An optimized small‐cell planning procedure for Heterogeneous Network to improve network energy efficiency

SummaryCell planning in conventional networks has gained more attention as it directly affects the network performance and deployment cost. Existing cell planning methodologies are framed either with identical base stations or constructing a network without any infrastructure. But heterogeneous networks (HetNets) allow the service provider to deploy small cells over the region to enhance the network performance and signal coverage probability. Thus, a small‐cell planning procedure is presented in this research work considering the low‐powered base station and deployment cost to enhance the energy efficiency of the HetNet. An adaptive fuzzy expert system is used for cell dimensioning, and a nature‐inspired ant colony optimization model is employed for automatic base station placement. Simulation analysis demonstrates that the proposed small‐cell planning procedure attains better energy efficiency and user satisfaction ratio compared to conventional planning strategies. In the two cases of simulation analysis, the proposed model attains an average of 85% user satisfaction ratio for case 1 and 87% for case 2, which is better than existing strategies like density‐based spatial clustering of applications with noise (DBSCAN), k‐means, and number‐based spatial clustering (NBSC) algorithms.

Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice

Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice.

A game-based approach to promoting adaptive rational number knowledge

ABSTRACT Adaptive expertise is a highly sought after, but difficult to achieve, outcome of mathematics education. Many teaching methods appear to support the development of adaptive expertise only in a small proportion of students. Game-based learning environments may be useful for supporting adaptive expertise. Therefore, we carried out a quasi-experimental classroom intervention to examine the possibility of using a game-based learning environment to promote adaptive rational number knowledge, a potential indicator of adaptive expertise in the domain of rational numbers. The Number Line Elaboration and Exploration learning environment relied on the increasing elaboration of the number line analogy as a means for students to explore connections between multiple aspects of rational number knowledge. Our results show the game-based learning environment was successful in promoting adaptive rational number knowledge. These results provide directions for the development and examination of how learning environments may be able to support adaptive expertise.