Dr. Maria Mylopolous
Topic:Revisiting the role of knowledge in expert development and practice
Date: January 16th, 2013
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
Locations:
- Diamond Health Care Centre 2263
- LSC 1443
- MSB 107
- RJH 125
- KGH 235
- NHSC 9-374
- Alouette Room at Central City
Abstract
Excellence in the education and training of future experts is crucial to the success of all professions. Extensive efforts have therefore been made to explore expertise, with the aim of translating understanding of expert performance into more effective expert development. In the expertise literature, over the last half-century, the accrual and organization of an extensive knowledge base has become widely recognized by educators and researchers as the foundation for expertise and expert performance. As our understanding of expertise has expanded to include previously unexplored facets of expert performance, the particular role of knowledge in expert development and practice is being increasingly revisited. In particular, the ability of practitioners to not only apply their repertoire of knowledge to problems they face, but to also deal with novel, emergent or unexpected problems of practice effectively and use these experiences as the basis for a process of continual improvement is not adequately accounted for by models of expertise that conceptualize problem solving as the application of an acquired database of knowledge. This presentation will critically explore various cognitive constructions of expertise, with a particular focus on the differing ways in which the role of accrued knowledge has been conceptualized in models of expert development and practice.
Biography
Dr. Maria Mylopoulos received her PhD in Human Development and Education from the University of Toronto, specializing in Applied Cognitive Science. She also completed a CHSRF/CIHR postdoctoral fellowship at the Wilson Centre for Research in Education. Currently she is an Assistant Professor in the Department of Pediatrics at the University of Toronto and Education Research in the Sick Kids Learning Institute as well as a Scientist in both the Sick Kids Research Institute and the Wilson Centre.
Mylopoulos’ research program explores the development and maintenance of expertise, with a particular focus on how knowledge is constructed by professionals through the everyday activity of innovative problem solving. The goal of her research is to evolve our understanding of the cognitive and meta-cognitive processes that underpin this form of innovation as it occurs in real-world contexts, using theoretical frameworks of adaptive expertise, knowledge building and cognitive anthropology.
Current research projects include exploring the construct of team adaptive expertise, investigating the process of innovating in the OR context and exploring the phenomenon of performance improvement over time. Through ongoing collaborations, Mylopoulos is expanding the scope of her research program to address issues in the areas of learning transfer, informal self-regulated learning, team learning and constructions of competence.
Accreditation:
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
Accreditation Statement:
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.
