Development of Professional Expertise: Toward

Professionals such as medical doctors, airplane pilots, lawyers, and technical specialists find that some of their peers have reached high levels of achievement that are difficult to measure objectively. In order to understand to what extent it is possible to learn from these expert performers for the purpose of helping others improve their performance, we first need to reproduce and measure this performance. This book is designed to provide the first comprehensive overview of research on the acquisition and training of professional performance as measured by objective methods rather than by subjective ratings by supervisors. In this collection of articles, the world's foremost experts discuss methods for assessing the experts' knowledge and review our knowledge on how we can measure professional performance and design training environments that permit beginning and experienced professionals to develop and maintain their high levels of performance, using examples from a wide range of professional domains.

List of Figures	page viii
List of Tables	p. xi
List of Contributors	p. xiii
The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
Challenges in Past and Contemporary Efforts to Measure and Train the Objective Performance of Professionals
The 20th-Century Revolution in Military Training	p. 27
Developing Professional Expertise with a Cognitive Apprenticeship Model: Examples from Avionics and Medicine	p. 61
Leadership Development and Assessment: Describing and Rethinking the State of the Art	p. 84
Revolutions, Leaders, and Diagnosticians: Reflections on the Themes in Chapters 2-4	p. 108
Past and Contemporary Efforts to Design Instruction, Train, and Maintain Professional Performance
Research on Past and Current Training in Professional Domains: The Emerging Need for a Paradigm Shift	p. 131
Designing Training for Professionals Based on Subject Matter Experts and Cognitive Task Analysis	p. 157
How to Help Professionals Maintain and Improve Their Knowledge and Skills: Triangulating Best Practices in Medicine	p. 180
Advances in Specifying What Is to Be Learned: Reflections on the Themes in Chapters 6-8	p. 203
The Assessment and Training of Skilled and Expert Performers in the Military
Toward a Second Training Revolution: Promise and Pitfalls of Digital Experiential Learning	p. 215
Evaluating Pilot Performance	p. 247
Contrasting Submarine Specialty Training: Sonar and Fire Control	p. 271
Training Complex Cognitive Skills: A Theme-Based Approach to the Development of Battlefield Skills	p. 286
Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10-13	p. 312
The Development of Expertise and Expert Performance
The Influence of Learning Research on the Design and Use of Assessment	p. 333
Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics	p. 356
Teaching for Expertise: Problem-Based Methods in Medicine and Other Professional Domains	p. 379
Enhancing the Development of Professional Performance: Implications from the Study of Deliberate Practice	p. 405
It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15-18	p. 432
The Value of Expertise and Expert Performance: A Review of Evidence from the Military	p. 449
Expertise in the Management of People: A New Frontier for Research on Expert Performance	p. 470
Name Index	p. 495
Subject Index	p. 512
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Development of Professional Expertise: Toward Measurement of Expert Performance and Design of Optimal Learning Environments

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