Som Dreyfus Model Of Skill Acquisition

This study is anchored on Dreyfus, Model of Skill Acquisition. The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the ‘acquisition’ of clinical skills. This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus' main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims.
Models are conceptual constructs that aspire to represent real things or processes that to a large extent are hidden for the senses and to the ordinary experience. Models have a role to describe, represent, explain, and ‘translate’ the world.
In the novice stage a person follows rules that are context-free and feels no responsibility for anything other than following the rules. Competence develops after having considerable experience. Proficiency is shown in individuals who use intuition in decision making and develop their own rules to formulate plans. Expertise is characterized by a fluid performance that happens unconsciously, automatically, and no longer depends on explicit knowledge. Thus, the progression is envisaged as a gradual transition from a rigid adherence to taught rules and procedures through to a largely intuitive mode of operation that relies heavily on deep, implicit knowledge but accepts that sometimes at expert level analytical approaches are still likely to be used when an intuitive approach fails