Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
Med Educ. 2011 Sep;45(9):920-6. doi: 10.1111/j.1365-2923.2011.04032.x.
The study of expertise in medical education has a long history of success. Researchers have identified and elaborated on many dimensions of expert performance. In part, this success has derived from researchers' ability to effectively isolate the dimensions and explore each separately. Although this deconstruction of the expert has been successful, the need to recombine the dimensions of expertise as part of an integrated construct of expert practice has recently become an increasingly evident imperative in health professions education.
The aims of this paper are first to explore dimensions of expert practice as they are expressed in the expertise literature; secondly, to describe more recent programmes of research that have tried to elaborate on how experts integrate these various dimensions during daily practice, and, finally, to examine the potential implications of research exploring how experts integrate their own knowledge and skills with the affordances of the environment in which they work.
There are both challenges and opportunities in elaborating an integrated discourse on expertise. Exploring directions for research related to this integrated construction of the practising expert may add an important dimension to our educational repertoire.
医学教育领域的专长研究由来已久，硕果累累。研究人员已经确定并详细阐述了专家表现的许多维度。在某种程度上，这种成功源于研究人员有效隔离维度并分别探索每个维度的能力。尽管这种对专家的解构取得了成功，但最近，将专长的各个维度重新组合作为专家实践综合结构的一部分，已成为健康专业教育中一个日益明显的必要条件。
本文的目的首先是探讨专长文献中所表达的专家实践的维度；其次，描述最近的一些研究计划，这些计划试图详细说明专家如何在日常实践中整合这些不同的维度；最后，考察研究探索专家如何将自己的知识和技能与工作环境的功能相结合的潜在影响。
详细阐述关于专长的综合论述既有挑战，也有机遇。探索与这种实践专家的综合构建相关的研究方向，可能会为我们的教育手段增添一个重要维度。
