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.
Purpose
To explore the design, implementation, and efficacy of a faculty development
program in a cohort of early-career junior faculty.
Method
Interested junior faculty members were divided into interdisciplinary small
groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to
review a modular curriculum from 2011 to 2013. Using a survey at two time points
(September 2011 and May 2013) and an interim program evaluation, the authors collected data
on participants’ demographics, faculty interconnectedness, and self-reported
knowledge, skills, and attitudes (KSA) in the domains of professional development and
scholarship, including the ability to write career goals and align activities with those
goals.
Results
A total of 104 junior faculty participated in the program. They demonstrated
changes in self-reported KSA in the domains of professional development
(P = .013, P = .001) and scholarship
(P = .038, P = .015) with an
increase in ability to write career goals (P < .001), align
activities with those goals (P < .001), and in the number of and
amount of time spent pursuing activities related to those goals (P
= .022). These changes were more significant among female faculty and were not
affected by academic rank or time since last training. Interconnectedness among faculty
increased during the period of study--the number of nodes and ties between nodes within
the network increased.
Conclusions
This facilitated peer mentoring program for junior faculty was effective in
improving the KSA necessary to promote early career advancement and peer networking,
especially for women.
Because change is ubiquitous in healthcare, clinicians must constantly make adaptations to their practice to provide the highest quality care to patients. In a previous article, Cutrer et al. described a metacognitive approach to learning based on self-regulation, which facilitates the development of the Master Adaptive Learner (MAL). The MAL process helps individuals to cultivate and demonstrate adaptive expertise, allowing them to investigate new concepts (learn) and create new solutions (innovate). An individual's ability to learn in this manner is driven by several internal characteristics and is also impacted by numerous aspects of their context. In this article, the authors examine the important internal and contextual factors that can impede or foster Master Adaptive Learning.
As the AAMC initiates a pilot for the Core Entrustable Professional Activities (EPAs) for Entering Residency, we are seeking baseline data from residency program directors about the readiness of graduates of LCME-accredited US medical schools to perform the 13 Core EPAs without direct supervision upon entry to residency. These EPAs are based on the work of a thirteen-member expert panel informed by the literature and by feedback from the academic medicine community. Your response will be helpful in establishing a baseline against which we can assess impact as some schools implement the Core EPAs for Entering Residency.Your participation in this project is voluntary. All responses are confidential. The data will be reported in aggregate by specialty type for research purposes. No individual respondent or individual program will be identified in any report of these data. This data collection activity has been reviewed according to AAMC policies and procedures and its Institutional Review Board and is considered to be minimal risk. The AAMC has taken extensive measures to ensure the security of the data and the confidentiality of the responses. Nevertheless, if individually identified data were made public, it could prove embarrassing. If you have any questions about your rights as a participant, contact the AAMC Office of Human Subjects Research Protection by email
Using an expert concept map as an advance organizer improves knowledge organization and integration while offering a tool to enhance deeper understanding of medical knowledge among resident physicians.
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