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

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.

Exploring the characteristics and context that allow Master Adaptive Learners to thrive

“…The Master Adaptive Learner model (Cutrer et al 2016) combines stages of physician learning (Moore 2007) with the cycle of self-regulated learning (SRL) theory (White and Gruppen 2010) into an integrated learning model that parallels the Plan-Do-Study-Act cycle of quality improvement (Taylor et al 2014). Four key phases are required for effective learning (see Figure 1).…”

“…Calls to focus on adaptive expertise development in medical education are increasing (Mylopoulos and Woods 2017;Mylopoulos et al 2018). To produce a model for physician learning which facilitates the development of adaptive expertise, Cutrer et al (2016) described a metacognitive approach to lifelong learning based on self-regulation. The theory-based model creates a shared mental model and language for learners and educators to facilitate deeper learning and the development of adaptive expertise.…”

“…Characteristics and contexts that allow the Master Adaptive Learner process. Adapted with permission fromCutrer et al (2016).…”

Expanding the definition of learning: from self to social to system

“…The processes and pitfalls of experience‐based clinical education have become clearer . Concepts such as the master learner emphasise the development and support of students’ individual cognitive abilities . Zimmerman's model of self‐regulated learning (SRL) and models like it are often used to describe how learners develop their skills .…”

The Ecology of Care: A Review of the Literature in Clinical Learning Environments

“…Active learning posits "that meaningful learning occurs when learners engage in appropriate cognitive processing during learning, including attending to relevant material, mentally organising it into a coherent cognitive representation, and integrating it with prior knowledge activated from long-term memory" (Mayer, 2010). Cutrer et al (2017) coined master adaptive learning theory to described the "metacognitive, reflective, and self-regulated learning in the healthcare environment, where learners plan, learn, assess, and adjust their learning and practice based on experience." Our current healthcare setting is complex and rapidly changing.…”