The DOI matches its Crossref record; 30 of the 31 references it cites were found in a registry or an index.
The role of deliberate practice in the acquisition of clinical skills
Open accessAbstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 1×
“For training Ericsson introduced the concept of “deliberate practice”, characterising training as a highly structured activity explicitly directed at improvement of performance in a particular domain [6].”
BackgroundChase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479 · cited 1×
“Chase and Simon, for example, argued that it takes ten years of intensive practice to reach expert level in a particular field [4].”
Barry Issenberg, S., Mcgaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005) · Medical Teacher · doi:10.1080/01421590500046924 · Cited by 3,966 · cited 1×
“Exactly how the use of the principles of deliberate practice can contribute to the development from novice to expert during undergraduate medical training and beyond remains unclear, although there is evidence that deliberate practice leads to effective performance with high-fidelity medical simulators [14,15].”
BackgroundThe Cambridge Handbook of Expertise and Expert Performance
Ericsson, K. A., Charness, N. H., Feltovich, P. J., Hoffman, R. R., Michelene, T. H., Hunt, E., Prietula, M. J., Amirault, R. J., Branson, R. K., Buchanan, B. G., et al. (2006) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816796 · Cited by 3,160
Ericsson, K. A. (2004) · Academic Medicine · doi:10.1097/00001888-200410001-00022 · Cited by 2,988 · cited 1×
“Ericsson discussed the use of deliberate practice in medicine, but his theoretical examples were limited to clinical performance of qualified doctors [12,13].”
BackgroundDavis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R., Thorpe, K. E., & Perrier, L. (2006) · JAMA · doi:10.1001/jama.296.9.1094 · Cited by 2,375
Self-Assessment in the Health Professions: A Reformulation and Research Agenda
Eva, K. W., & Regehr, G. (2005) · Academic Medicine · doi:10.1097/00001888-200510001-00015 · Cited by 992
Simulation Technology for Health Care Professional Skills Training and Assessment
Issenberg, S. B. (1999) · JAMA · doi:10.1001/jama.282.9.861 · Cited by 920
Maintaining excellence: Deliberate practice and elite performance in young and older pianists.
Krampe, R. T., & Ericsson, K. A. (1996) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.125.4.331 · Cited by 540
A review of the validity and accuracy of self-assessments in health professions training
Gordon, M. J. (1991) · Academic Medicine · doi:10.1097/00001888-199112000-00012 · Cited by 537
Cited by
Sorted by citations
Taylor, D. C. M., & Hamdy, H. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.828153 · Cited by 1,176
Excellence in clinical teaching: knowledge transformation and development required
Irby, D. M. (2014) · Medical Education · doi:10.1111/medu.12507 · Cited by 105
Evaluating competence and confidence using simulation technology
Kiernan, L. C. (2018) · Nursing · doi:10.1097/01.nurse.0000545022.36908.f3 · Cited by 93
Practical Clinical Training in Skills Labs: Theory and Practice
Bugaj, T. J., & Nikendei, C. (2016) · PubMed Central · doi:10.3205/zma001062 · Cited by 75
Sabus, C. H., & Macauley, K. (2016) · Journal of Physical Therapy Education · doi:10.1097/00001416-201630010-00002 · Cited by 69
Metadata
- 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
- Venue
- BMC Medical Education
- Published
- 2011-12
- Volume
- 11
- Issue
- 1
- Pages
- 101-101
- ISSN
- 1472-6920 (ISSN-L)
- 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
- 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
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
