The role of deliberate practice in the acquisition of clinical skills

Duvivier, Robbert J; van Dalen, Jan; Muijtjens, Arno M; Moulaert, Véronique RMP; van der Vleuten, Cees PM; Scherpbier, Albert JJA

doi:10.1186/1472-6920-11-101

Cited by 223Innovations in Medical EducationClinical Reasoning and Diagnostic SkillsSurgical Simulation and Training

The role of deliberate practice in the acquisition of clinical skills

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Duvivier, Robbert J, van Dalen, Jan, Muijtjens, Arno M, Moulaert, Véronique RMP, van der Vleuten, Cees PM, Scherpbier, Albert JJA·2011·BMC Medical Education

DOI 10.1186/1472-6920-11-101PMC PMC3293754

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Abstract

BACKGROUND: The role of deliberate practice in medical students' development from novice to expert was examined for preclinical skill training. METHODS: Students in years 1-3 completed 34 Likert type items, adapted from a questionnaire about the use of deliberate practice in cognitive learning. Exploratory factor analysis and reliability analysis were used to validate the questionnaire. Analysis of variance examined differences between years and regression analysis the relationship between deliberate practice and skill test results. RESULTS: 875 students participated (90%). Factor analysis yielded four factors: planning, concentration/dedication, repetition/revision, study style/self reflection. Student scores on 'Planning' increased over time, score on sub-scale 'repetition/revision' decreased. Student results on the clinical skill test correlated positively with scores on subscales 'planning' and 'concentration/dedication' in years 1 and 3, and with scores on subscale 'repetition/revision' in year 1. CONCLUSIONS: The positive effects on test results suggest that the role of deliberate practice in medical education merits further study. The cross-sectional design is a limitation, the large representative sample a strength of the study. The vanishing effect of repetition/revision may be attributable to inadequate feedback. Deliberate practice advocates sustained practice to address weaknesses, identified by (self-)assessment and stimulated by feedback. Further studies should use a longitudinal prospective design and extend the scope to expertise development during residency and beyond.

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Deliberate practice using reflection and feedback to develop knowledge and skills is providing valuable insights for educators helping students develop autonomous learning.
“The role of deliberate practice (Duvivier et al. 2011), using reflection and feedback as tools to develop both knowledge and skills is starting to provide very valuable insights for educators helping students develop autonomous learning.”
From Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013) · cites this paper as Duvivier et al. 2011

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The role of deliberate practice in the acquisition of expert performance
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RESEARCH ARTICLE Open Access The role of deliberate practice in the acquisition of clinical skills
Duvivier, R. J., van Dalen, J., Muijtjens, A. M. M., Moulaert, V. R. M., van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2013)
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The effects of deliberate practice in undergraduate medical education
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In Reply to Udani et al
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Deliberate practice in medical education: Concept and application
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Deliberate Practice as an Effective Remediation Strategy for Underperforming Medical Students Focused on Clinical Skills: a Prospective Longitudinal Study
Moon, S. H., Myung, S. J., Yoon, H. B., Park, J., Kim, J. W., & Park, W. B. (2019) · Journal of Korean Medical Science · doi:10.3346/jkms.2019.34.e84 · Cited by 15 · see citing works

Authors: Duvivier, R. J., van Dalen, J., Muijtjens, A. M., Moulaert, V. R., van der Vleuten, C. P., & Scherpbier, A. J.
Affiliations: Maastricht University (NL)
Adelante (NL)
Corresponding author: Duvivier, Robbert J
ORCID: Duvivier, Robbert J
Muijtjens, Arno M
Scherpbier, Albert JJA
Venue: BMC Medical Education
Publisher: Springer Science and Business Media LLC
Published: 2011-12
Volume: 11
Issue: 1
Pages: 101-101
ISSN: 1472-6920 (ISSN-L)
DOI: 10.1186/1472-6920-11-101
PMC: PMC3293754
OpenAlex: W2097623694
Cited by: 223
References: 31
Citations by year: 2026: 18 · 2025: 20 · 2024: 17 · 2023: 13 · 2022: 14 · 2021: 24 · 2020: 17 · 2019: 19 · 2018: 11 · 2017: 10 · 2016: 17 · 2015: 13 · 2014: 9 · 2013: 17 · 2012: 4
FWCI: 9.44
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by
creativecommons.org/licenses/by/2.0 (tdm)
Locations: BMC Medical Education (publishedVersion, cc-by)
Europe PMC (PubMed Central) (publishedVersion, cc-by)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
Research Publications (Maastricht University) (submittedVersion, cc-by)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
Research Publications (Maastricht University) (submittedVersion, other-oa)
Funders: Universiteit Maastricht
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Health Sciences › Medicine › Surgery › Surgical Simulation and Training
Keywords: deliberate practice, clinical skills acquisition, medical students, novice to expert development, self-assessment, feedback, planning, learning styles, self-reflection
MeSH terms: Adult, Clinical Competence, Competency-Based Education, Cross-Sectional Studies, Education, Medical, Undergraduate, Educational Measurement, Female, Health Status, Humans, Male, Motivation, Practice, Psychological, Surveys and Questionnaires, Schools, Medical, Students, Medical, Young Adult

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