What does it really mean to become an expert in resuscitation and critical care?
It is tempting to think that expertise comes from accumulating enough facts, passing enough exams or simply spending 10,000 hours at work. In this episode, Iain Beardsell is joined by emergency physician, intensivist and medical educator Sara Crager to explore why expertise is less about how much we know and more about how we think.
Sara explains how experts develop high-quality mental models that allow them to organise information, recognise patterns and approach difficult clinical problems. Crucially, these mental models do not have to remain hidden inside the heads of experienced clinicians: they can be identified, explained and deliberately taught.
The conversation moves from the limitations of mnemonics and assessment-driven education to the value of deliberate practice, feedback and safe failure. Sara describes how an expert might organise the differential diagnosis of cardiac arrest into respiratory, haemodynamic and metabolic problems, rather than relying solely on a memorised list of Hs and Ts.
Iain and Sara then discuss Rapid Sequence, the gamified clinical-learning platform Sara created with emergency physician Ryan Ernst. Learners work through realistic cases in a simulated clinical environment, managing several patients while dealing with interruptions, competing priorities and the consequences of their decisions.
After each block, Sara and Ryan deconstruct the cases, make their clinical reasoning explicit and introduce mental models that learners can immediately apply when they try again. It is a cycle of practice, failure, teaching and repetition—without putting a real patient at risk.
They also explore why attention, storytelling and visual design matter in medical education; how “multitasking” may be better understood as rapid task switching; and what Sara has learned from turning an educational passion project into a working product.
In this episode
- Why expertise is about cognitive strategies and mental models—not simply knowledge
- Why experts are made rather than born
- The limitations of the “10,000-hour rule”
- How deliberate practice differs from repetition
- When learners are ready to be taught expert ways of thinking
- Foundational knowledge versus clinically useful organisation
- Moving beyond mnemonics such as the Hs and Ts
- How experts can make their implicit reasoning explicit
- Why acquiring a new mental model can produce a sudden leap in performance
- The importance of inspiration—and giving learners an achievable pathway
- How Rapid Sequence creates a safe place to make mistakes
- Managing several patients, interruptions and cognitive load
- Teaching shock, respiratory failure and acid–base physiology
- Why engaging design is part of the educational method
- The role of games alongside podcasts, lectures and clinical experience
- Reframing multitasking as rapid task switching
- The “pause and bookmark” technique for managing interruptions
- The realities of building an independent medical-education project
- Why partnership, persistence and a genuine belief in the project matter
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