naa a22 4500 510762883 CHVBK 20180411083146.0 cr unu---uuuuu 180411e20130401xx s 000 0 eng 10.1007/s12186-012-9085-x doi (NATIONALLICENCE)springer-10.1007/s12186-012-9085-x Deliberate Practice in Medicine: The Motivation to Engage in Work-Related Learning and Its Contribution to Expertise [Elektronische Daten] [Margje van de Wiel, Piet Van den Bossche] This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants' learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient's sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. Springer Science+Business Media B.V., 2012 Workplace learning nationallicence Medical expertise nationallicence Motivation nationallicence Goal orientation nationallicence Deliberate practice nationallicence Work experience nationallicence van de Wiel Margje Department of Work and Social Psychology, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands aut Van den Bossche Piet Department of Educational Research and Development, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands aut Vocations and Learning Springer Netherlands 6/1(2013-04-01), 135-158 1874-785X 6:1<135 2013 6 12186 https://doi.org/10.1007/s12186-012-9085-x text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s12186-012-9085-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- van de Wiel Margje Department of Work and Social Psychology, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 700 1- Van den Bossche Piet Department of Educational Research and Development, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 773 0- Vocations and Learning Springer Netherlands 6/1(2013-04-01), 135-158 1874-785X 6:1<135 2013 6 12186 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer