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Making sense of adaptive expertise for frontline clinical educators: a scoping review of definitions and strategies

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Abstract

Adaptive expertise has been promoted as an emerging model of expertise in health professions education in response to the inherent complexities of patient care; however, as the concept increasingly influences the structure of professional training and practice, it creates the potential for misunderstandings of the definition and implications of adaptive expertise. To foster a common understanding of the concept, we conducted a scoping review to explore how adaptive expertise has been discussed within health professions education literature. Five databases—MedLine, PubMed, ERIC, CINAHL, and PsycINFO—were searched using the exact term “adaptive expertise”, producing 212 unique articles. Fifty-eight articles met inclusion criteria. In the included articles, authors discussed the conceptual implications of adaptive expertise for health professions education, strategies for training for adaptive expertise, and research findings aimed at supporting the development of adaptive expertise or utilizing adaptive expertise as a theoretical framework. The goal of this scoping review is to establish a resource for frontline educators tasked with fostering the development of adaptive expertise in learners through education initiatives. A common understanding of adaptive expertise is essential to ensuring effective implementation in training programs.

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Acknowledgements

Funding from the College of Family Physicians of Canada supported the development of the report that this review is based on. The authors would like to thank Tatjana Lozanovska for all her help and support.

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Authors and Affiliations

  1. University of Toronto, Toronto, Canada

    Nathan Cupido

  2. Department of Family Medicine, University of Alberta, 6-10 University Terrace, Edmonton, AB, T6G 2T4, Canada

    Shelley Ross

  3. University of Saskatchewan, Saskatoon, Canada

    Kathrine Lawrence

  4. Northern Ontario School of Medicine, Sudbury, Canada

    Cheri Bethune

  5. College of Family Physicians of Canada, Mississauga, Canada

    Nancy Fowler & Brian Hess

  6. University of British Columbia, Vancouver, Canada

    Theresa van der Goes

  7. Queen’s University, Kingston, Canada

    Karen Schultz

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  1. Nathan Cupido
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Appendix 1

Appendix 1

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Table 4 Data extraction table for adaptive expertise scoping review
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4

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Cupido, N., Ross, S., Lawrence, K. et al. Making sense of adaptive expertise for frontline clinical educators: a scoping review of definitions and strategies. Adv in Health Sci Educ 27, 1213–1243 (2022). https://doi.org/10.1007/s10459-022-10176-w

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