Figures & data
Figure 1. An illustration of the course of improvement with and without deliberate practice. Initial education focuses on the development of minimum competency. Once minimum competency has been achieved, the focus of clinical practice and continuing medical education should be the development of mastery or advanced competency. While everyday activities can maintain minimum competency, the development of expertise requires deliberate practice. Figure modified from Ericsson (1998) (Citation9) © European Council for High Ability, reprinted by permission of Taylor & Francis Ltd, http://www.tandfonline.com on behalf of European Council for High Ability.
![Figure 1. An illustration of the course of improvement with and without deliberate practice. Initial education focuses on the development of minimum competency. Once minimum competency has been achieved, the focus of clinical practice and continuing medical education should be the development of mastery or advanced competency. While everyday activities can maintain minimum competency, the development of expertise requires deliberate practice. Figure modified from Ericsson (1998) (Citation9) © European Council for High Ability, reprinted by permission of Taylor & Francis Ltd, http://www.tandfonline.com on behalf of European Council for High Ability.](/cms/asset/b2bc2c84-2481-45c4-99b7-9f5127fd622f/ipec_a_1977877_f0001_b.jpg)
Table 1. Examples of integration of deliberate practice principles into airway management training and education.
Table 2. Strengths and weaknesses of airway management education tools.