In health sciences education, the definition of progressive levels of expertise in many skills is important for the longitudinal planning of curricula and of assessment programs. After coming across the Dreyfus model for skill acquisition ( Dreyfus, Stuart E.; Dreyfus, Hubert L. (February 1980). "A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition"), I am interested on views of those who are using or considering to use (or not to use) the model, in particular at the undergraduate level.
I find the Dreyfus model a useful approach for assessors to bear in mind when they are judging skills acquisition with a view to providing narrative feedback for learning. It helps to give them an internal standard. and a basis for discussing standards to be expected with colleagues.
Hello Manuel,
Although we did not publish on this subject, we have been using the Dreyfus model for reaching consensus between examiners and assessors for blueprinting and pre-exam training. Our impression is that it is not difficult to set up standards for both constructing stations and assessing clinical skills.
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