topic: [[Learning]] created: 2023-07-19 *Meta-learning that induces creativity and embraces uncertainty and idiosyncrasy.* This reminds me of [[SimZones]], and Zone 3, Zone 4. I think the adaptive expertise conversation can be considered part of the transition from Zone 1 -> Zone 2 (not how but when, in what situations), and can start during Zone 2. ![[SimZones3.jpg]] is about developing, exploring, dealing with complexity. When considering the [[fidelity in simulation]] fostering adaptive expertise a focus is [[simulation fidelity]], real life uncertainty. The goal is not showing learning outcomes, but [[reflection-during action]] It's kind of like [[facilitating]] learning vs telling. A risk of simulation (and all education in the early stages) is compression: making all of the data add up to help the learner navigate the uncertainty. The [[signal to noise]] ratio is not lifelike. “True clinical problems are often ill-defined, characterized by “conflicting assumptions, evidence, and opinion which may lead to different solutions.” (Clarke et al., 2023, p. 8) “an [[adaptive expertise]] [[mindset]] is neither the exclusive domain of experienced practitioners nor the inevitable consequence of experience; rather, the skills of adaptive expertise must be fostered and reinforced intentionally throughout training.” (Clarke et al., 2023, p. 9) “Managing these types of complexities in practice requires clinicians to become adaptive experts, effective in routine situations but also sufficiently flexible and innovative when responding to the uncertainty, complexity, and idiosyncrasies of novel situations.” (Clarke et al., 2023, p. 8) ##### What would the opposite argument be? When can you expect to develop adaptive expertise? Do we know the keys to it? Do we know what it is, what it looks like, or is there a way to see it develop? If not, how do we measure change, growth, and development? Are we just talking? what role does [[Deciding]], decision-making processes play in the role of development of master adaptive learning? tags: #note/idea | #on/learning | #on/expertise | #on/decisions ##### Sources: Clarke, S. O., Ilgen, J. S., & Regehr, G. (2023). Fostering Adaptive Expertise Through Simulation. _Academic Medicine_, _Publish Ahead of Print_. [https://doi.org/10.1097/ACM.0000000000005257](https://doi.org/10.1097/ACM.0000000000005257)