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Acad Med. 2017 Jan;92(1):70-75. doi: 10.1097/ACM.0000000000001323.

Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education.

Author information

1
W.B. Cutrer is assistant professor, Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. B. Miller is senior associate dean for health sciences education and executive vice president for educational affairs, Vanderbilt University School of Medicine, Nashville, Tennessee. M.V. Pusic is assistant professor of emergency medicine and director, Division of Learning Analytics, NYU School of Medicine, New York, New York. G. Mejicano is senior associate dean for education, Oregon Health & Science University, School of Medicine, Portland, Oregon. R.S. Mangrulkar is associate dean for medical student education, University of Michigan Medical School, Ann Arbor, Michigan. L.D. Gruppen is professor, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan. R.E. Hawkins is vice president, medical education outcomes, American Medical Association, Chicago, Illinois. S.E. Skochelak is group vice president, medical education, American Medical Association, Chicago, Illinois. D.E. Moore Jr is professor of medical education and administration and director, Office for Continuous Professional Development, Vanderbilt University School of Medicine, Nashville, Tennessee.

Abstract

Change is ubiquitous in health care, making continuous adaptation necessary for clinicians to provide the best possible care to their patients. The authors propose that developing the capabilities of a Master Adaptive Learner will provide future physicians with strategies for learning in the health care environment and for managing change more effectively. The concept of a Master Adaptive Learner describes a metacognitive approach to learning based on self-regulation that can foster the development and use of adaptive expertise in practice. The authors describe a conceptual literature-based model for a Master Adaptive Learner that provides a shared language to facilitate exploration and conversation about both successes and struggles during the learning process.

PMID:
27532867
DOI:
10.1097/ACM.0000000000001323
[Indexed for MEDLINE]

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