Adaptive medical education research

Abstract

This commentary reflects on what the four research articles in this issue of Medical Teacher tell us about adaptive learning and how adaptive medical education research can be conducted. Adaptive medical education researchers must think disruptively and embrace nontraditional collaborations, research methods, and means of dissemination in pursuit of evidence that enhances adaptive learning.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Sean Tackett

Sean Tackett, MD, MPH, is assistant professor of medicine, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center; and research director, Osmosis, Baltimore, Maryland.

Scott M. Wright

Scott M. Wright, MD, is Anne Gaines and G. Thomas Miller Professor of Medicine Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Johns Hopkins University School of Medicine, Baltimore MD.

Mark Quirk

Mark Quirk, EdD, is Senior Associate Dean for Medical Education, American University of the Caribbean, School of Medicine, Saint Maarten.