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INTRODUCTION: As surgical technologies grow, so too do demands on surgical trainees to master increasing numbers of skill sets. With the rise of endovascular surgery, trainees have fewer opportunities to practice open vascular techniques in the operating room. Simulation can bridge this gap. However, existing published open vascular simulation curricula are basic or based on expensive models. METHODS: We iteratively developed an open vascular skills curriculum for second-year surgery residents comprising six 2-hour sessions. We refined the curriculum based on feedback from learners and faculty. The curriculum required skilled facilitators, vascular instruments, and tissue models. We evaluated the latest iteration with a survey and by assessing participants technical skills using the Objective Structured Assessment of Technical Skills (OSATS) form. RESULTS: Over the past 10 years, 101 residents have participated in the curriculum. Nine of 13 residents who participated in the latest curricular iteration completed the survey. All respondents rated the sessions as excellent and strongly agreed that they had improved their abilities to perform anastomoses with tissue and prosthetic. Facilitators completed 18 OSATS forms for residents in the fifth and sixth sessions of the latest iteration. Residents scored well overall, with a median 26.5 (interquartile range: 24-29) out of a possible score of 35, with highest scores on knowledge of instruments. DISCUSSION: This simulation-based curriculum facilitates open vascular surgical skill acquisition among surgery residents. The curriculum allows residents to acquire critical vascular skills that are challenging to learn in an increasingly demanding operative setting.

The value of skillfully adopting a multicultural orientation (MCO) in psychotherapy has been increasingly recognized. Deliberate practice methods may be helpful in developing this capacity, but limited opportunities for practice and feedback exist. The present study provided an initial test of the feasibility, usability, and acceptability of a self-guided, web-based deliberate practice tool designed to support the development of therapists' MCO: MCO Deliberate Practice Online (MCO-O). This tool included brief didactic instructions along with opportunities to practice responding to video vignettes of actors portraying clients discussing cultural topics in psychotherapy. A sample of therapists and trainees (n = 287) visited the MCO-O website and consented to the study. Recruitment through emails to listservs and a webinar was highly feasible. Quantitative ratings of usability were modest. Quantitative metrics of acceptability were also modest, with a minority of participants (18.8%) visiting the MCO-O website more than once and 51.2% of participants viewing two or more of the video vignettes. Younger participants found the MCO-O website more usable, and having MCO-O assigned was associated with watching more videos, when controlling for participant demographics. Qualitative themes included a mixture of positive feedback along with critiques and confusion regarding the MCO-O website. Taken together, results highlight the potential of this approach along with important limitations. Ultimately, it may prove difficult for therapists and trainees to engage in self-guided MCO training, particularly if using software tools that have not undergone extensive (and potentially resource intensive) user experience testing and development. Public Significance Statement: This study suggests that recruitment of therapists and trainees is feasible for use of a web-based tool for deliberate practice of multicultural orientation skills in psychotherapy. Additionally, it highlights that user experience testing and development of the software may be critical to increase usability and acceptability. [ABSTRACT FROM AUTHOR]

This paper examines the historical and current contexts of threat assessment and violence risk in higher education, highlighting the evolving roles of college counseling centers in the threat assessment process for students displaying signs of concerning behaviors. Given research showing many college mental health professionals feel under-prepared for this work, we build foundational knowledge about the differing purposes of psychological evaluations and threat assessments, and provide recommendations for ways to continue to build and demonstrate understanding, competency and proficiency with threat assessments... Our review shares recent updates in the field regarding high-risk groups and the use of AI in assessment, and highlights the need for more attention to be given to training community members as well as counseling center staff and other members of campus teams involved in decision-making about students who threaten violence. We recommend the deliberate practice model of skill building to better prepare college mental health professionals when needing to respond under stress and pressure. [ABSTRACT FROM AUTHOR]

In this pilot study, deliberate practice and competence-based assessment were incorporated into a first-year graduate course on professional issues and ethics. Students responded to challenging simulations of basic ethical situations in therapy before and after the course. Aspects of deliberate practice were incorporated into the course. Student self-report ratings and independent performance ratings blind to timing found improvements in students' ability to manage basic ethical situations in practice. Pilot evidence suggests competence-based assessment and training have potential use for training students preparing to engage in their first therapy practicum experiences. Additional controlled studies are needed to examine the benefits of competence-based assessment and training. [ABSTRACT FROM AUTHOR]

The purpose of this study was threefold: (1) to compare the engagement in various types and amounts of soccer activities during childhood and adolescence between Brazilian and Spanish elite youth soccer players; (2) to test what talent development pathway characterizes youth development in elite soccer in Brazil and Spain and (3) to compare the practice structure between elite youth soccer in Brazil and Spain. Participants were 131 U-18 elite male soccer players from Brazil (n = 68) and Spain (n = 63) competing in the national league. The Participant History Questionnaire was used to measure the soccer activities undertaken by players. Developmental activities were analyzed for two age periods: childhood (6–12 y/o) and early adolescence (13–15 y/o). In Spain, players started their involvement in practice and competition in soccer earlier compared to Brazilian players (p <.05). Brazilian players were more involved in structured activities, such as practice in soccer and futsal, and participated in a greater number of sports in childhood and early adolescence (p <.05). We found a very similar percentual practice structure (individual, pair, drills, group tactics and collective tactics activities) between Spain and Brazil, although Brazilian players accumulated a greater practice volume. It is concluded that Spanish and Brazilian U-18 elite youth male soccer players were differentiated by their milestones in soccer and their engagement in practice activities during childhood and early adolescence. Talent development pathway of male soccer players in Spain was characterized by the early engagement pathway, while the Brazilian system was characterized by the specialized sampling model. [ABSTRACT FROM AUTHOR]

In this small, randomly controlled pilot study, we compared deliberate practice (DP) with case discussion (CD) for training beginning therapists to manage basic ethical situations. First-year graduate students were randomly assigned to a DP (n = 7) or CD (n = 8) workshop about ethics in therapy. After receiving didactic instructions, the DP group practiced responding to ethical scenarios with feedback and repetition while the CD group engaged in group discussions of illustrative cases. Outcomes included self-report skills, knowledge, and confidence and blind ethical performance ratings (EPRS) of pre- and post-video recorded performance on eight therapy simulations portraying basic yet challenging ethical situations. Both DP and CD improved self-report and performance-based outcomes for beginning trainees learning to handle ethical situations in therapy. However, the DP group performed better than the CD group in the multiple relationship scenarios. This small, pilot study provides initial evidence that DP may provide added benefits to traditional methods of ethical training with beginning therapists. [ABSTRACT FROM AUTHOR]

Purpose: Deliberate practice (DP) is an emerging concept in counselling and psychotherapy research that can be used to effectively help practitioners develop a host of therapy skills and processes. However, to date, no studies have examined its use in naturalistic settings with professionally qualified practitioners. Methods: A qualitative descriptive approach using content analysis was employed with a purposive sample of international practitioners who were using DP in naturalistic settings. The sample consisted of therapists (N = 6) from five different countries, identifying as male (N = 5) and female (N = 1). Results: Six categories were developed from qualitative interviews: (1) motivation for engaging in DP; (2) the impact of definition and operationalisation; (3) what to practice; (4) how to practice DP; (5) use of supports to develop DP; and (6) the emotional impact of DP. Deliberate practice is still in its infancy, and its definition may not translate into psychotherapy without modification. Participants described using DP to develop a host of psychotherapy skills and processes, and found support structures such as supervision and peers as helpful in the DP process. However, DP was also described as challenging to practice and it can cause those engaging in it to feel vulnerable and distressed. Implications are discussed for practice and future research. Conclusion: Deliberate practice is an emerging method used by practitioners to improve their skill acquisition. However, a lack of consensus on its key features may limit the extent of its dissemination and utility to practitioners in naturalistic settings. Further research should seek to provide a definition of DP more consistent with the practice of psychotherapy, and how to operationalise DP using methods that are inclusive for all practitioners whilst acknowledging the potential impact it can have on their sense of self. [ABSTRACT FROM AUTHOR]

This study, conducted within an educational design research (EDR) framework, assessed the use of customized 3D-printed tooth models at various difficulty levels to enhance mastery learning and deliberate practice in preclinical endodontic training. The EDR was conducted in a preclinical endodontic training involving 42 third-year students. The study focused on developing and evaluating 3D-printed tooth models customized into 3 difficulty levels to facilitate mastery learning for the access opening procedure on upper anterior teeth. To promote deliberate practice, we ensured ample availability of these models. The evaluation combined quantitative analysis, using Friedman and Wilcoxon Signed-Rank tests to assess practice volume and performance, with qualitative feedback from interviews and focus groups, analyzed via content analysis. There was a significant reduction in practice time across the different model levels, with students using an average of 1.5–1.8 models per level. No significant differences in performance scores were observed across levels and natural tooth (P =.333). Feedback highlighted the models' educational value in enhancing dental training, indicating their effectiveness in improving learning experiences and skill development in endodontic education. The innovative design of a 3D-printed tooth model system, which features 3 levels of difficulty and was developed within an EDR framework, allowed for tailored learning progressions and ample practice opportunities. This significantly enhanced the endodontic training experience and skill development by providing varied and realistic challenges. [ABSTRACT FROM AUTHOR]

Forensic examiners make important decisions to address legal questions, yet there is now ample evidence that their decisions can be subjective and inconsistent. This commentary suggests that elements of deliberate practice may help in not only having more consistent forensic decisions but also toward expected accuracy. Specifically, four elements of deliberate practice: (1) setting a goal, (2) motivation, (3) feedback, and (4) repetition are outlined with examples for addressing issues of cognitive bias and managing stress at work. If any of these elements are missing, such as delayed or no feedback, then suboptimal or no improvement of examiners' decision‐making may result. This tool for deliberately improving decision‐making may be applicable to other legal professionals; thus, potentially driving policies that may help enhance the criminal justice system broadly. [ABSTRACT FROM AUTHOR]

Cultural incompetence and avoidance of important cultural dialogs among mental health care providers are associated with premature termination in therapy (J. Owen et al., 2017) and worse treatment outcomes (Owen et al., 2016). This study examined the effectiveness of a virtual multicultural deliberate practice workshop on learners' self-rated perceptions of cultural competence. In this study, we compared pre- and postscores on self-perceived cultural humility and competence after participants (n = 115) attended a virtual multicultural deliberate practice training workshop. We found no significant differences in perceived cultural humility or perceived ability to seize cultural opportunities after the training. Instead, we found a significant increase in perceived ability to address microaggressions after the training, suggesting that the workshop increased learners' competence at addressing client microaggression(s). These findings provide important implications for training current and future health service psychologist on practical methods for engaging in antiracist clinical work. Public Significance Statement: This study indicates that a virtual multicultural deliberate practice training can effectively increase learners' competence at addressing microaggressions. Findings highlight the importance of providing specific skills training as part of antiracism efforts, beyond training on awareness and knowledge of cultural diversity. By training all health service psychologists and trainees, the mental health workforce can effectively work with clients of different cultural backgrounds and reduce racial disparities in mental health care. [ABSTRACT FROM AUTHOR]

This article will explore the application of deliberate practice in anti-racist psychology training and education. This article focuses on training the interpersonal dimension of an anti-racist psychology, specifically ways to broach racial concerns impacting the working alliance and understanding distress. Since deliberate practice emphasizes the behavioral rehearsal of observable skills, this framework complements traditional instructional strategies. The sequence of this article will follow this order: (a) a need for deliberate practice in anti-racist psychology; (b) an overview of deliberate practice and the science of expertise; (c) an outline of deliberate practice in broaching; (d) two exercises for the sample skills of cultural immediacy and structural responses; and (e) limitations and future directions of deliberate practice in anti-racist psychology. Public Significance Statement: Addressing racism as a psychotherapist is crucial to promote the liberation and wellness of racially minoritized people. A deliberate practice model has the potential to advance training and education of an anti-racist psychology. Interpersonal skills to broach racial concerns include cultural immediacy and structural reflections. [ABSTRACT FROM AUTHOR]

Despite interest in multi-sports training as a strategy to enhance long-term player development in soccer, current practice within English professional soccer academies is not well understood. This study explored the use of multi-sports training by English professional soccer academies (i.e., if multi-sports training was used, how often, session duration, activity type and age-group variations), and practitioners' perspectives with respect to player development (i.e., perceived physical/sociological benefits of; and barriers to use) using an online survey. One practitioner per club, per age category (i.e., Foundation (<9 to <12 years), Youth (<13 to <16 years) and Professional (<18 to <23 years)) was permitted to respond. Sixty practitioners responded, of which, 48% worked with U18-U23 players; 42% with U13–14 and U15–16 players, respectively; 20% with U9–10 players and 33% with U11–12 players. Half (n = 30) of the respondents used multi-sports training for a total of 1 (IQR 1–2) session and 30 (13 to 60) minutes per week. Respondents 'agreed' or 'strongly agreed' that multi-sports training improved physical outcomes, reduced injury risk, helped to avoid early professionalism, and improved communication and problem-solving. Several barriers to inclusion were identified, such as limited training time, lack of equipment and attrition from other staff and players. In summary, although multi-sports training was used by only ∼50% of practitioners, indicating that many clubs specialise in deliberate soccer practice, most practitioners perceived multi-sports training to be beneficial to player development. [ABSTRACT FROM AUTHOR]

Background: Empathic communication is a key therapeutic skill in psychotherapy. However, questions regarding the most effective and suitable teaching methods to support development in this area remain. Preliminary evidence has supported deliberate practice (DP) as an emerging approach for enhancing therapeutic skills, such as empathic communication; however, little is understood about its acceptability from a trainee perspective. Aims: Eleven fourth‐year psychology undergraduate students were interviewed about their experience of receiving online group‐based DP training for empathic communication. Materials & Methods: Reflexive thematic analysis was used to analyse interview transcripts. Results: Participants described observing improvements in their use of empathic communication, including attitudinal and behavioural changes and shifts in self‐awareness. Participants also described valuing self‐observation and the personalised, iterative nature of the DP model in supporting their learning. Nevertheless, DP was also experienced as challenging by some trainees, who reflected that it provoked initial feelings of uncertainty and anxiety. Discussion: This study highlights that undergraduate students may benefit from group DP training that fosters psychological safety and seeks to mitigate potential challenges, can be customised to their individual skill level and is incorporated alongside other learning approaches. Conclusion: Future research is encouraged to build on these findings by examining the impact of DP on objective measures of empathic communication. [ABSTRACT FROM AUTHOR]

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs' lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection. [ABSTRACT FROM AUTHOR]

Despite an increasing interest in studying creativity in sport, previous research has primarily focused on in-game creative performance and employed research designs neglecting sport participants' perspectives. Hence, this study explored professional athletes' developmental experiences involving creativity. Semistructured retrospective interviews were conducted with eight ice hockey players performing in or retired from the National Hockey League, Kontinental Hockey League, or Swedish Hockey League. Players described 15 modalities of creative actions emerging when playing, practicing, and performing. Based on the players' experiences, creativity led to augmented levels of enjoyment (i.e., elicited passion), development (i.e., enhanced potential), achievement (i.e., enriched in-game qualification), and fulfillment (i.e., extended career progression). Findings contribute to a more nuanced understanding of creativity in sport and provide novel insights on the role of creativity in the development and maintenance of expertise in sport and the nature and role of deliberate play and deliberate practice in developing creativity. [ABSTRACT FROM AUTHOR]

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Objective: There are few methods that focus on therapists' experiences of supervision. To facilitate the development of psychologist students, a supervisee‐centred supervision, based on deliberate practice, feedback informed treatment and self‐compassion, was introduced. Methods: This study examines six supervisees' experiences of a supervisee‐centred supervision. A semi‐ structured interview was used for the collection of the data, which identified two main themes: Learning and Development and five associated sub‐themes: structure and purposesfulness, prerequisites, experience‐based learning, therapeutic skills and personal development. Conclusion: The experience‐ and feedback‐based approach was perceived as efficient, structured and goal oriented. This created high‐focused activity and participation, a strong group dynamic and a good alliance with the supervisors, providing a good climate for learning and development. Focusing on performance and feedback was perceived as a potential obstacle that could create stress and anxiety. [ABSTRACT FROM AUTHOR]

Expertise studies try to understand whether people with superior performance in one area differ from novices or non-experts. At the same time, it has been debated in expertise studies for years whether showing excellent performance in a domain is an innate talent or deliberate practice. Although the most critical determinant of expert performance is considered deliberate practice, when it comes to games including chess, compared to other expertise domains, explanations are primarily aimed at explaining the differences in performance level with intelligence. Therefore, this review is aimed to evaluate the place of cognitive skills associated with intelligence in behavioral studies conducted with various board game players in the context of expertise. As a result, it can be concluded that the determinant of performance in board game expertise should be con-sidered as the interaction of both, not just a cognitive skill such as intelligence or domain-specific deliberate practices.

Background: Simulations are an important modality for practicing high-acuity, low-frequency events. We implemented a deliberate practice simulation-based workshop to improve pediatric end-of-life care skills (PECS) competence. Purpose: To understand pediatric subspecialty fellows' perceptions about influences of a simulation-based workshop on PECS provided at the bedside several months following participation. Methods: Pediatric subspecialty fellows were recruited to voluntary focus groups during regular educational sessions six months following PECS workshop participation with aims to identify perceptions about their workshop participation and any implication on their clinical practice. Inductive qualitative content analysis of focus group interview data was performed adhering to the Standards for Reporting Qualitative Research. Results: Ten fellows participated in one of three focus groups. Researchers identified three major themes of fellow experience: burden, safe practice space, and self-efficacy. Fellows described practice implications from workshop participation, including incorporation of specific practices, improved anticipatory guidance, and increased team leader confidence. Conclusions: Targeted, deliberate simulation-based practice of PECS can help close the gap from learning to practice, contributing to provider self-efficacy and potentially improving clinical care for pediatric patients and families at end of life.

Abstract Objective It is heavily discussed whether larger variety or specialization benefit elite performance at peak age. Therefore, this study aimed to determine technical (number of different swimming strokes) and physiological (number of different race distances) variety required to become an international-class swimmer (> 750 swimming points) based on 1′522′803 race results. Results Correlation analyses showed lower technical variety in higher ranked swimmers (P

Abstract Background Transfer of severely injured patients to trauma centers, either directly from the field or after evaluation at non-trauma centers, reduces preventable morbidity and mortality. Failure to transfer these patients appropriately (i.e., under-triage) remains common, and occurs in part because physicians at non-trauma centers make diagnostic errors when evaluating the severity of patients’ injuries. We developed Night Shift, a theory-based adventure video game, to recalibrate physician heuristics (intuitive judgments) in trauma triage and established its efficacy in the laboratory. We plan a type 1 hybrid effectiveness-implementation trial to determine whether the game changes physician triage decisions in real-life and hypothesize that it will reduce the proportion of patients under-triaged. Methods We will recruit 800 physicians who work in the emergency departments (EDs) of non-trauma centers in the US and will randomize them to the game (intervention) or to usual education and training (control). We will ask those in the intervention group to play Night Shift for 2 h within 2 weeks of enrollment and again for 20 min at quarterly intervals. Those in the control group will receive only usual education (i.e., nothing supplemental). We will then assess physicians’ triage practices for older, severely injured adults in the 1-year following enrollment, using Medicare claims, and will compare under-triage (primary outcome), 30-day mortality and re-admissions, functional independence, and over-triage between the two groups. We will evaluate contextual factors influencing reach, adoption, implementation, and maintenance with interviews of a subset of trial participants (n = 20) and of other key decision makers (e.g., patients, first responders, administrators [n = 100]). Discussion The results of the trial will inform future efforts to improve the implementation of clinical practice guidelines in trauma triage and will provide deeper understanding of effective strategies to reduce diagnostic errors during time-sensitive decision making. Trial registration ClinicalTrials.gov; NCT06063434 . Registered 26 September 2023.

This study explored participant-reported facilitators and barriers to learning and implementation from a 2-day training in psychological assessment and intervention skills for cancer staff, involving deliberate practice and supervision. Twenty-six semi-structured interviews were analysed using thematic analysis leading to four meta-themes: perceived practicality of training, impact of training: practice and its effects, implementation transfer processes and supervision engagement. Analysis identified a learning process to implementation: observation and practice of techniques during training facilitated participant learning; personal use and relevance of training content encouraged reflection, which enabled selection of appropriate tools for clinical practice; gains in commitment and confidence to use techniques supported participants to adapt clinical consultations, and supervision further facilitated implementation. Changing practice increased confidence, sense of achievement and engagement with participants' own wellbeing. Interactive training, deliberate practice and continuous learning were facilitators to implementation whilst time constraint and low confidence in using techniques in remote consultations were barriers. [ABSTRACT FROM AUTHOR]

Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding of and perceived readiness to implement HLPs in favor of the mixed-reality treatment group. Examining the influence of this innovative technology on pre-service teacher lesson planning yielded mixed results. Findings hold implications for the preparation of special and general education teachers across all content areas. [ABSTRACT FROM AUTHOR]

Numerical analysis is a unique combination of mathematical and computing skills. It facilitates a deeper understanding of data analytics and machine learning software libraries, which are exploding in use and importance. However, it is a topic that continues to challenge students because it requires a confluence of conceptual, procedural, and computational skills and associated pedagogies. Therefore, it is valuable to identify effective pedagogies and tools to enhance and assess student numerical analysis skills. Despite the proliferation of mobile technology in postsecondary education, its role in the context of numerical analysis is largely unknown. This quasi-experimental pilot study used Practi, an educational mobile app designed to assess numerical analysis performance and promote both retrieval practice and deliberate practice, which have been shown to help improve performance and develop expertise. Participants were 32 undergraduate students enrolled in a second-year introductory Numerical Analysis course at a large North American university. They were prompted to use Practi to solve quizzes on a regular basis throughout the course, before and after each lecture, to promote deliberate practice and spaced retrieval. Results of a paired t-test analysis showed that Practi was able to detect improvement in student quiz performance after the lectures compared to before the lectures. Additionally, performance on the Practi quizzes after the lectures was positively associated with the overall course performance. This suggests that mobile apps supporting deliberate and retrieval practice can complement more traditional means of instruction and assessment of numerical analysis in postsecondary mathematics education. [ABSTRACT FROM AUTHOR]

Purpose: The present study investigates to what extend de-contextualized practice is necessary to acquire technical skills in developmental soccer training. Typically, open play is considered beneficial for acquiring tactical skills, whereas specific drills are used to support the development of technical skills like passing and shooting. Therefore, a field-based study was designed to investigate the effectiveness of a Nonlinear Pedagogy (NP) approach in contrast to a classical Deliberate Practice approach to improve passing performance in young developmental soccer players. Method: Forty young male players (age 10 ± 1 years) were randomly assigned to three groups (PLAY, PRACTICE, and CONTROL). The PRACTICE group performed classical passing drills, whereas the PLAY group underwent a NP training regime. Passing skill was assessed before and after a 5-week training program using a standardized passing test according to the German Football Association. Additional retention testing was performed 5 weeks later. Results: The results indicated that, although the test design showed no specificity to the learning environment of the PLAY group, both groups improved passing skills after training, but the PLAY group displayed better results during retention testing (PRACTICE: p = 0.004, d = 0.48; PLAY: p = 0.001, d = 0.53) compared to the PRACTICE group. These findings are suggestive of general transfer learning in dynamic learning environments. Conclusion: The findings indicate that even when there is an emphasis on "technical skill" enhancement, more effective improvement in young development players may be observed through dynamic learning environments. Consequently, this study encourages coaches to design training regimes that afford players to train as they play. [ABSTRACT FROM AUTHOR]

Purpose: It has been acknowledged that accurate movement self-perception is a crucial prerequisite for reaching high levels of movement expertise in sports. The influence of distinct educational environments (specialization vs. diversification) on movement self-perception has thus far, however, mainly been tested in short-term investigations. Method: Therefore, a longitudinal study spanning two-and-a-half years was conducted with sports students from two conceptually different sports study programs. A total of 72 sports students from a convergent-oriented program (COSP, n = 38) and a diversification-oriented study program (DOSP, n = 34) participated in the standardized BAST® movement analysis at the beginning and end of their studies. Results: While, at the end of their sports studies, COSP showed no significant changes in movement self-perception, DOSP students' movement self-perception increased significantly in five out of eight movement tasks of the BAST®. DOSP students, furthermore, developed a strong relationship between movement self-perception and movement performance at the end of their sports studies. Conclusion: Sports students benefit from engaging in a broad variety of different sports, allowing them to develop an accurate movement self-perception in relation to their movement performance. The influences of divergent learning experiences and diversification on movement self-perception, as well as, practical implications for the development of process-oriented learning environments that promote students' movement performance by refining movement habits or adapting new movement patterns, were discussed. [ABSTRACT FROM AUTHOR]

Research has consistently found that therapists differ in psychotherapy outcomes. Interpersonal skills, as measured with the Facilitative interpersonal skills (FIS) task, have been found to be one of few therapist characteristics that reliably predicts outcome. To extend current knowledge of the development of interpersonal skills, this study investigates the association between FIS and progression on a 5-year psychologist program, while also accounting for potentially confounding or moderating variables. Utilizing a cross-sectional design, sixty-five students from psychology programs in Sweden were assessed with the FIS performance task and completed self-reports on several variables, including demographics, indicators of clinical experience and psychological variables (deliberate practice, natural helping, motivation for clinical work and test anxiety). Using hierarchical linear regression and moderated regression analysis the results showed that student's semester on the program was a significant predictor of FIS above and beyond the effect of other variables. Also, higher motivation for clinical work and higher test anxiety emerged as significant positive predictors of FIS scores. Deliberate practice did not moderate the relationship. The findings provide preliminary support for an association between FIS and further progression on the psychology program in Sweden. Implications for practice, theory and future investigations are discussed. [ABSTRACT FROM AUTHOR]

Background: Medication errors are among the most common preventable adverse events in health care. Methods: A quasi-experimental approach with a pre/posttest design was used to explore the effectiveness of an enhanced medication administration simulation bundle that included the use of manikin-based simulation-based experiences (SBEs) in combination with either virtual SBEs (V-SBEs) for deliberate practice (DP) or traditional paper case studies for DP on safe medication administration in undergraduate nursing students. Results: Nursing students (n = 101) participated in multiple medication administration–focused SBEs including DP via V-SBEs or DP via traditional paper case studies. Student performance in the medication administration SBEs improved after the third experience. There was no statistically significant difference between the V-SBE groups compared with the traditional paper case study groups across the 3 medication administration–focused SBEs. Conclusion: Findings from this study highlight the importance of DP with medication administration for undergraduate nursing students. [ABSTRACT FROM AUTHOR]

The aim of the present case study was to obtain an in-depth understanding of the long-term motivation in four world-class musicians and two Olympic athletes. One part of the sample (Case 1) included three world famous musicians and one Olympic champion who all currently enjoy busy successful careers. These individuals are referred to as High Performing Stayers (HPS). The other part of the sample (Case 2) included one highly gifted musician and one Olympic athlete who both decided to put an end to their highly successful careers. These individuals are referred to as High Performing Quitters (HPQ). The performers' perceptions of underlying driving forces and motivational impediments on their journey toward excellence were investigated through the lens of Self-Determination Theory. Semi-structured interviews revealed conspicuous and contrasting motivational patterns throughout the development of the six performers. All the four HPS were largely driven by autonomous forms of motivation such a self-initiative, passion, curiosity and a desire for endless discovery and aspiration. In contrast, despite reaching the highest international level, the two HPQ turned out to be driven by controlled coercive forms of motivation throughout their journey toward excellence. Educational implications are discussed in relation to the main findings. [ABSTRACT FROM AUTHOR]

Background: Transfer of severely injured patients to trauma centers, either directly from the field or after evaluation at non-trauma centers, reduces preventable morbidity and mortality. Failure to transfer these patients appropriately (i.e., under-triage) remains common, and occurs in part because physicians at non-trauma centers make diagnostic errors when evaluating the severity of patients' injuries. We developed Night Shift, a theory-based adventure video game, to recalibrate physician heuristics (intuitive judgments) in trauma triage and established its efficacy in the laboratory. We plan a type 1 hybrid effectiveness-implementation trial to determine whether the game changes physician triage decisions in real-life and hypothesize that it will reduce the proportion of patients under-triaged. Methods: We will recruit 800 physicians who work in the emergency departments (EDs) of non-trauma centers in the US and will randomize them to the game (intervention) or to usual education and training (control). We will ask those in the intervention group to play Night Shift for 2 h within 2 weeks of enrollment and again for 20 min at quarterly intervals. Those in the control group will receive only usual education (i.e., nothing supplemental). We will then assess physicians' triage practices for older, severely injured adults in the 1-year following enrollment, using Medicare claims, and will compare under-triage (primary outcome), 30-day mortality and re-admissions, functional independence, and over-triage between the two groups. We will evaluate contextual factors influencing reach, adoption, implementation, and maintenance with interviews of a subset of trial participants (n = 20) and of other key decision makers (e.g., patients, first responders, administrators [n = 100]). Discussion: The results of the trial will inform future efforts to improve the implementation of clinical practice guidelines in trauma triage and will provide deeper understanding of effective strategies to reduce diagnostic errors during time-sensitive decision making. Trial registration: ClinicalTrials.gov; NCT06063434. Registered 26 September 2023. [ABSTRACT FROM AUTHOR]

Objective: It is heavily discussed whether larger variety or specialization benefit elite performance at peak age. Therefore, this study aimed to determine technical (number of different swimming strokes) and physiological (number of different race distances) variety required to become an international-class swimmer (> 750 swimming points) based on 1′522′803 race results. Results: Correlation analyses showed lower technical variety in higher ranked swimmers (P < 0.001), yet with small effects (0.11–0.30). However, Poisson distribution revealed dose-time-effects and specified number of swimming strokes required during each age group. Specifically, freestyle swimmers showed highest chances when starting to compete in three to four swimming strokes but reduced their variety to three swimming strokes at the ages of 12/13yrs with another transition to two swimming strokes at the ages of 19/21yrs (female/male swimmers, respectively). Although both sexes showed similar specialization pattern throughout their career, earlier specialization was generally evident in female compared to male swimmers. At peak performance age, freestyle was most frequently combined with butterfly. Swimmers who either kept competing in all five swimming strokes or focused on only one at the beginning of their careers showed lowest probability of becoming an international-class swimmer. Physiological variety increased during junior age but declined again to three race distances towards elite age. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodResultsConclusionDeliberate practice (DP) is recommended as a new approach to facilitate the acquisition of discrete therapeutic skills, however, its implementation and effectiveness in psychotherapy remains unclear.A systematic search on DP for therapeutic skills among psychotherapy trainees and psychotherapists yielded eleven studies for inclusion. Nine were randomized controlled studies (RCTs), including seven unique RCTs, and two were within-group studies.Risk of bias was assessed as “high” for one RCT, “some concerns” for the remaining RCTs, and “serious” for within-group studies. All RCTs found the DP group performed better than the control group. All studies involved efforts to improve performance based on learning objectives and iterative practice but varied in the source of expert guidance and feedback. The included studies provide limited insight into best practice for delivering DP.The results highlight the paucity of research in this field; however they offer insight into current applications of DP and provide preliminary empirical support DP for as a model for promoting the development of discrete therapeutic skills. Given the rapid dissemination of DP publications and manuals in psychotherapy, future research is strongly encouraged. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze which variables were most important for the teams’ final rank. Executive function, deliberate practice, and biological maturation between a higher-ranked and a lower-ranked team in the championship were considered. The 51 players were divided into the top and bottom team. The players underwent stop-signal, design fluency, and verbal fluency tests. Deliberate practice was asked by questionnaire, and biological maturation was based on maturity offset. The statistical analyses were performed with discriminant analysis and a comparison between teams. The results showed a discriminatory power in biological maturation, deliberate practice, and design fluency test. The Stop-Signal results show statistically significant differences in favor of the top team (SSRT: p=0.006 / d=0.84 and MRT: p=0.016 / d=0.74). Moreover, players in the top team had more deliberate practice time (p

Introduction As surgical technologies grow, so too do demands on surgical trainees to master increasing numbers of skill sets. With the rise of endovascular surgery, trainees have fewer opportunities to practice open vascular techniques in the operating room. Simulation can bridge this gap. However, existing published open vascular simulation curricula are basic or based on expensive models. Methods We iteratively developed an open vascular skills curriculum for second-year surgery residents comprising six 2-hour sessions. We refined the curriculum based on feedback from learners and faculty. The curriculum required skilled facilitators, vascular instruments, and tissue models. We evaluated the latest iteration with a survey and by assessing participants’ technical skills using the Objective Structured Assessment of Technical Skills (OSATS) form. Results Over the past 10 years, 101 residents have participated in the curriculum. Nine of 13 residents who participated in the latest curricular iteration completed the survey. All respondents rated the sessions as excellent and strongly agreed that they had improved their abilities to perform anastomoses with tissue and prosthetic. Facilitators completed 18 OSATS forms for residents in the fifth and sixth sessions of the latest iteration. Residents scored well overall, with a median 26.5 (interquartile range: 24–29) out of a possible score of 35, with highest scores on knowledge of instruments. Discussion This simulation-based curriculum facilitates open vascular surgical skill acquisition among surgery residents. The curriculum allows residents to acquire critical vascular skills that are challenging to learn in an increasingly demanding operative setting.

Postpartum hemorrhage (PPH) is the leading cause of maternal mortality and morbidity. Effective nurse training for PPH management can reduce negative health impacts on childbearing women. This article discusses a framework for the development of an innovative immersive virtual reality simulator for PPH management training. The simulator should consist of: 1) a virtual world, including virtual physical and social environments, and simulated patients, and 2) a smart platform, providing automatic instructions, adaptive scenarios, and intelligent performance debriefing and evaluations. This simulator will provide a realistic virtual environment for nurses to practice PPH management and promote women's health. [ABSTRACT FROM AUTHOR]

• Students are not well prepared to respond to patient deterioration. • Deliberate practice and mastery of learning principles may assist in skill acquisition. • An evidence base of best practices to prepare students is needed. • A feasibility study provides information on improvements for a future randomized trial. Patient assessment underpins recognition of deterioration. Simulation is frequently used to educate about deterioration, but the optimal simulation method is unclear. This study explored the feasibility of using a deliberate practice mastery learning approach (DPML) in a future larger randomized controlled trial (RCT) patient deterioration scenario. Seventy-four nursing students. Feasibility data was collected according to Tickle-Degnen's method of assessing study processes (recruitment and retention), resources (technology), collection and management of data, and science (acceptability and results of the method of simulation). Resources to support an RCT included simulators with data collection capability, student satisfaction, and results of a significantly higher number of intervention groups who completed key behaviors. Barriers include recruitment and retention and the DPML method being unfamiliar. Improved recruitment strategies, educating and upskilling a large teaching team to deliver DPML consistently are required for a future RCT. [ABSTRACT FROM AUTHOR]

• Clinical skills are traditionally taught in face-to-face learning spaces. • How a student learns can influence where they prefer to learn clinical skills. • Off-campus learning spaces can foster deliberate practice of clinical skills. Clinical skills are traditionally taught face-to-face in nursing education. The COVID-19 pandemic triggered a surge in online learning, prompting the creation of an innovative method of teaching clinical skills online. This study aimed to explore students' experiences of learning clinical skills in on-campus and off-campus learning spaces and determine which learning space students preferred. Undergraduate nursing students (n=135) undertook a mixed-method survey. Quantitative data analysis revealed that on-campus students reported higher satisfaction with the realism of the clinical skill learning activity (p =0.015). Off-campus students practiced the clinical skill more frequently (p =0.024). Thematic analysis of qualitative data identified themes of feedback, logistics, opportunities to practice, realism , and feeling comfort. Responses provided insight into students' preferred experiential learning styles , preferences for learning spaces , and how they engaged in deliberate practice. Preferred experiential learning styles may influence how students undertake deliberate practice and their preference for face-to-face or online learning. This study indicates that off-campus learning can complement on-campus training to cater to diverse learning styles and foster deliberate practice. [ABSTRACT FROM AUTHOR]

This paper examines the link between cognitive processes and superior performance in contemporary dance. In the first study, thirty-six participants (professional dancers, nonprofessional dancers, and non-dancers) carried out a task in which they were asked to reproduce a sequence of dance steps while being recorded on a camcorder. Analysis revealed a significant effect of skill and task difficulty on performance. Performance correlated with individual practice, group practice, rehearsing hours, sleep, concentration, enjoyment, dyslexia, and height, but not handedness. In the second study, the same group of participants augmented by 26 participants (a total of 62 participants) completed a questionnaire. There were skill differences on deliberate practice, sleep, concentration, enjoyment of dance tasks, dyslexia, handedness, and gender differences on group practice and height. Overall, the results suggest that both practice and talent play a role in the acquisition of expertise in contemporary dance. [ABSTRACT FROM AUTHOR]

Building upon athletes' positive attributes recognized by the theory of deliberate practice and research in sports psychology, this study examines the relationship between a person's participation in competitive sports during formative years and the propensity for creating a new venture later in life. The analysis of the biographies of 2,084 American executives reveals that individuals who participated in competitive sports in their youth are more likely to become entrepreneurs. Our research indicates that participation in individual sports (such as tennis, running, and swimming), but not in team sports, drives the results. Moreover, being a star youth athlete further enhances the likelihood of entrepreneurial action. Thus, we contribute to research on personal characteristics in entrepreneurship by shedding light on the relevance and importance of an athletic background and qualities developed through sports to entrepreneurs. We discuss the practical policy implications of our findings. [ABSTRACT FROM AUTHOR]

New economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support "deliberate practice," which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own "working memory," and potentially limited resources of their students and institutions. The "Substitution, Augmentation, Modification, Redefinition" (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select. [ABSTRACT FROM AUTHOR]

Objective: The use of deliberate practice (DP) as an adjunct method of training practitioners in the acquisition of therapy skills is gaining increasing attention. However, to date, no evidence synthesis has been reported on. Methods: A scoping review was conducted based on Arksey and O'Malley's five‐stage method, which was compliant with the preferred method for reporting items for systematic reviews and meta‐analysis extension for scoping reviews. Three databases (Scopus, Embase and PubMed) were searched for articles reporting on primary data, in English. The initial search yielded 1,087 articles, of which 14 are included in this review. Results: Findings suggest that DP is still in its infancy and is being used to train practitioners in a host of therapeutic skills and practices in various training and educational contexts, including using technology as a platform. DP compares more favourably than usual didactic workshops for skill acquisition across variables such as techniques, communication skills and interpersonal and evidence‐based relationship factors. Conclusion: Further research needs to replicate and extend these initial findings, and recommendations for practice and research are considered. This is the first scoping review of this rapidly developing area of practice. [ABSTRACT FROM AUTHOR]

The traditional classroom setting presents challenges when it comes to strengthening adaptive expertise in mathematics education through deliberate practice. This study aimed to investigate whether the Number Navigation Game (NNG) could help promote deliberate practice and whether students’ performance in the game was related to their development of Adaptive Number Knowledge, perceived challenge, flow, and math interest. NNG is a gamebased learning environment that requires students to progress by solving increasingly complex arithmetic problems, which is crucial for promoting adaptive number knowledge. Game performances of 214 Finnish students were analyzed and compared to the best possible performance for each game level. A growth mixture model based on the students' relative performance levels was used to gain insight into how students' game performance changed throughout the game, and how this related to their knowledge gains, perceived challenge, math motivation, and flow. There were four different profiles of students' game performance. The largest profile consisted of students who steadily improved their performance in the game, despite initially having lower-than-average performance. This group experienced lower levels of flow but achieved larger learning gains than the other groups, suggesting that their engagement may be more aligned with deliberate practice. [ABSTRACT FROM AUTHOR]

Lifelong learning is critical to a successful career in radiology, but many learners use inefficient or ineffective studying strategies developed from personal experience. Decades of cognitive psychology research have identified several techniques that consistently improve knowledge consolidation and retrieval. To improve their knowledge and ultimately patient care, radiologists should strive to understand and adopt these learning techniques. The first part of this article reviews several evidence-based learning principles, including active retrieval and the testing effect, spaced repetition, interleaving, deliberate practice, and growth mind-set. The second part provides practical suggestions on how to incorporate these principles into radiology learning, both during training and beyond. [ABSTRACT FROM AUTHOR]