Measuring the Master Adaptive Learner: Development and Internal Structure Validity Evidence for a New Instrument

Abstract

Background The master adaptive learner (MAL) uses self-regulated learning skills to develop adaptive, efficient, and accurate skills in practice. Given rapid changes in healthcare, it is essential that medical students develop into MALs. There is a need for an instrument that can capture MAL behaviors and characteristics. The objective of this study was to develop an instrument for measuring the MAL process in medical students and evaluate its psychometric properties. Methods As part of curriculum evaluation, 818 students completed previously developed instruments with validity evidence including the Self-Regulated Learning Perception Scale, Brief Resilience Scale, Goal Orientation Scale, and Jefferson Scale of Physician Lifelong Learning. The authors performed exploratory factor analysis to examine underlying relationships between items. Items with high factor loadings were retained. Cronbach’s alpha was computed. In parallel, the multi-institutional research team rated the same items to provide content validity evidence of the items to MAL model. Results The original 67 items were reduced to 28 items loading onto four factors: Planning, Learning, Resilience, and Motivation. Each subscale included the following number of items and Cronbach’s alpha: Planning (10 items, alpha = 0.88), Learning (6 items, alpha = 0.81), Resilience (6 items, alpha = 0.89), and Motivation (6 items, alpha = 0.81). The findings from the factor analyses aligned with the research team ratings of linkage to the components of MAL. Conclusion These findings serve as a starting point for future work measuring master adaptive learning to identify and support learners. To fully measure the MAL construct, additional items may need to be developed.

Physical Therapy Education Through the Lens of the Master Adaptive Learner 24th Pauline Cerasoli Lecture

“…Since that time, there continues to be a great deal of interest and work in health professions education on the role of the MAL. 4,[44][45][46][47][48] Here is where we need to engage ourselves in deep learning. Essential in all phases of the MAL model is our ability to facilitate the development of an adaptive learner and the role of self-directed learning, metacognition, and how these concepts lead to the development of adaptive expertise.…”

“…Since that time, there continues to be a great deal of interest and work in health professions education on the role of the MAL. 4,44-48…”