Meg G. Keeley,University of Virginia School of Medicine,Charlottesville,VA

Rationale: Expert clinicians reach peak performance via experiential learning over an extended period of time. Evidence in cognitive psychology, neuroscience and education describes the importance of deliberate practice (DP) in the development of expertise. We propose the use of DP augmented with master coaching to facilitate the development of both knowledge and clinical skills in the current training and practice environment, thereby expediting expertise development.

Objectives: 1. Describe the essential components of and evidence base for deliberate practice as the key to expertise development 2. Incorporate spaced learning and retrieval strategies to promote deliberate practice leading to knowledge development 3. Utilize a validated model to design an experience to guide learners through deliberate practice for clinical skill acquisition 4. Develop a Personal Action Plan for implementing newly acquired techniques at participants' home institutions

Methods and Content: The interactive workshop will utilize a variety of teaching formats based on Kolb's learning cycle to provide educators with practical tools to guide novice learners to engage in DP. The workshop will begin with an interactive session that illustrates the power of DP in achieving extraordinary performance. Based upon educational neuroscience principles, an interactive didactic session will address the three critical elements of DP (ignition, deep practice and master coaching). In small groups, participants will learn the practical applications of DP in both knowledge development and clinical skill acquisition. In Activity #1Cognitive-based, participants will explore spaced repetition learning (SRL) principles and their use to teach clinical topics of their choosing. SRL has been shown to enhance knowledge acquisition and retention among physicians. In Activity #2Skill-based, participants will learn to apply evidence-based learning sciences, including demonstration, deconstruction, formulation, and performance to coach learners deliberate practice for clinical skills development. In the large group, participants will brainstorm about strategies for incorporating newly acquired knowledge into their existing clinical teaching environment. The session will conclude with participants developing action plans for the application and implementation of the new techniques at their own institutions.