Learning by Doing vs Studying
Doing provides immediate feedback and builds skill through practice. Studying gives systematic foundational knowledge efficiently.
What was corrected
Article described Carl Wieman as being at Stanford for his real 2011 physics education study, when he was actually at the University of British Columbia at the time (he moved to Stanford later in his career), and stated the study's two sections each received 12 hours of instruction, when the real intervention was about three hours over one week. It also presented specific year-ranges (2 to 5 years, 3 to 5 years) for stages of the Dreyfus and Benner skill-acquisition models as if they were fixed figures, when these ranges are approximations that vary across secondary sources rather than precise numbers from the original research. It further described a 2020 Annals of Surgery study with specific figures (47,000 operations, 50 hospitals, a 250-repetition threshold) and a 2013 Stefanidis simulation-training study in the Journal of the American College of Surgeons with specific outcomes, and neither could be located despite the underlying researchers and general research areas being real.
Corrected Wieman's affiliation to the University of British Columbia for this study and corrected the intervention duration to about three hours over one week. Softened the Dreyfus and Benner timeframes to accurately reflect that they are commonly cited approximations rather than precise figures. Replaced the Annals of Surgery and Stefanidis study references with accurately hedged general descriptions of the real, well-established research areas they represent.
Why this is better
Verified against the original Deslauriers, Schelew, and Wieman 2011 Science paper, published summaries of the Dreyfus and Benner skill-acquisition models, and a search of Annals of Surgery and Journal of the American College of Surgeons publication records, which did not surface a matching study for either specific citation.