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Having our cake and eating it too: seeking the best of both worlds in expertise research

Context  Education researchers in a variety of disciplines have attempted to use their understanding of expert processes to inform learning across the continuum from school learning to lifelong learning. In medical education, this has led to models of expertise that aim to understand accurate and efficient clinical reasoning. More recently, researchers outside medicine have begun to develop models of ‘adaptive expertise’. As these additional constructions of expertise are introduced into health professions education, there is considerable potential to enhance research in medical expertise by providing opportunities for us to identify our implicit assumptions and reflect on the ways in which our theoretical lenses bias our perceptions of what it means to be an expert.