Moulton Carol-anne E, Regehr Glenn, Mylopoulos Maria, MacRae Helen M
The Wilson Centre, 200 Elizabeth St., Eaton South 1-565, Toronto, ON, M5G2C4, Canada.
Acad Med. 2007 Oct;82(10 Suppl):S109-16. doi: 10.1097/ACM.0b013e3181405a76.
The study of expertise in medical education has tended to follow a tradition of trying to describe the analytic processes and/or nonanalytic resources that experts acquire with experience. However, the authors argue that a critical function of expertise is the judgment required to coordinate these resources, using efficient nonanalytic processes for many tasks, but transitioning to more effortful analytic processing when necessary. Attempts to appreciate the nature of this transition, when it happens, and how it happens, can be informed by the evaluation of other literatures that are addressing these and related problems. The authors review the literatures on educational expertise, attention and effort, situational awareness, and human factors to examine the conceptual frameworks of expertise arising from these domains and the research methodologies that inform their practice. The authors propose a new model of expert judgment that we describe as a process of slowing down when you should.
试图描述专家随着经验积累所获得的分析过程和/或非分析性资源。然而，作者们认为，专业技能的一个关键功能是协调这些资源所需的判断力，即在许多任务中使用高效的非分析性过程，但在必要时转向更费力的分析性处理。对其他涉及这些及相关问题的文献进行评估，有助于我们理解这种转变的本质、发生时间以及发生方式。作者们回顾了关于教育专业技能、注意力与努力、情境意识和人为因素的文献，以审视这些领域中产生的专业技能概念框架以及为其实践提供信息的研究方法。作者们提出了一种新的专家判断模型，我们将其描述为在应减速时减速的过程。
