The educators’ experience: Learning environments that support the master adaptive learner

Abstract

Background

The Master Adaptive Learner (MAL) theoretical framework describes an integrated approach to learning that combines features of educational theory on self-regulated learning and aspects of quality improvement. In order to develop MAL students, it is important to pay attention to the learning environment.

Purpose

To describe educators’ perspectives about the learning environment needed to promote the development of master adaptive learners.

Methods

Thematic analysis of reports by medical educators who were workshop participants at a national presentation on creating effective learning environment to develop MAL in undergraduate medical education.

Results

Three themes educators considered important in the development of the Master Adaptive Learner were Adaptive Educator, Support for Learning, and Institutional Commitment. These findings suggest that in order to support the MAL, an educational setting should provide faculty who can be flexible and adapt to the developing MAL, learning experiences that support active learning, focused on groups as well as developing individual learners. Leaders in the educational setting should demonstrate a commitment to creating a culture to support learning and provide appropriate resources to that end.

Conclusion

Learning environments to develop master adaptive learners need to have adaptive educators, teaching, learning, and institutional culture to support challenge and grow Master Adaptive Learners.

Keywords:

• Medical student
• Master Adaptive Learner
• learning environment

Disclosure statement

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

Additional information

Notes on contributors

Lisa Auerbach

Lisa Auerbach, MD, MS-HPEd, The City University of New York School of Medicine.

Sally A. Santen

Sally A. Santen, MD, PhD, Virginia Commonwealth University School of Medicine, and consultant for the American Medical Association Accelerating Change in Medical Education.

William B. Cutrer

William B. Cutrer, MD, Med, Vanderbilt University School of Medicine.

Michelle Daniel

Michelle Daniel, MD, MHPE, University of Michigan Medical School.

Amy L. Wilson-Delfosse

Amy L. Wilson-Delfosse, PhD, Case Western Reserve University School of Medicine.

Nicole K. Roberts

Nicole K. Roberts, PhD, The City University of New York School of Medicine.