2,262
Views
21
CrossRef citations to date
0
Altmetric
ARTICLES

Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning

, , &

References

  • Bjotk E, Bjork R. 2011. Making things hard on yourself, but in a good way: creating desirable difficulties to enhance learning. In: Gernsbacher MA, Pew RW, Pomerantz JR, editors. Psychology and the real world. New York (NY): Worth Publishers; p. 55–64.
  • Brydges R, Dubrowski A, Regehr G. 2010. A new concept of unsupervised learning: directed self-guided learning in the health professions. Acad Med: J Assoc Am Med Coll. 85(10):S49–S55.
  • Carraccio C, Englander R, Van Melle E, Ten Cate O, Lockyer J, Chan MK, Frank JR, Snell LS, on behalf of the International Competency-Based Medical Education Collaborators. 2016. Advancing competency-based medical education: a charter for clinician-educators. Acad Med: J Assoc Am Med Coll. 91:645–649.
  • Coleman J, Tracy B, Stadeli K, Chotai P. 2018. The autonomy crisis: A call to action for resident advocacy. [Chicago, IL]: Bulletin of the American College of Surgeons; [Accessed 2018 December 16]. http://bulletin.facs.org/2018/08/the-autonomy-crisis-a-call-to-action-for-resident-advocacy/.
  • Cutrer WB, Atkinson HG, Friedman E, Deiorio N, Gruppen LD, Dekhtyar M, Pusic M. 2018. Exploring the characteristics and context that allow master adaptive learners to thrive. Med Teach. 40:791–796.
  • Cutrer WB, Miller B, Pusic MV, Mejicano G, Mangrulkar RS, Gruppen LD, Hawkins RE, Skochelak SE, Moore DE, Jr. 2017. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med: J Assoc Am Med Coll. 92:70–75.
  • Eva KW, Bordage G, Campbell C, Galbraith R, Ginsburg S, Holmboe E, Regehr G. 2016. Towards a program of assessment for health professionals: from training into practice. Adv in Health Sci Educ. 21:897–913.
  • George BC, Dunnington GL, DaRosa DA. 2018. Trainee autonomy and patient safety. Ann Surg. 267:820–822.
  • Glaser BG. 2008. The constant comparative methods of qualitative analysis. Ground Th Rev: An Int J. 7(3). [accessed 2019 Jun 14] http://groundedtheoryreview.com/2008/11/29/the-constant-comparativemethod-of-qualitative-analysis-1/
  • Hatano G, Oura Y. 2003. Commentary: reconceptualizing school learning using insight from expertise research. Educ Res. 32:26–29.
  • Jason H, Westberg J. 2018. Preparing educators for adaptive education (ae) programs. Med Teach. 40:828–833.
  • Kruger J, Dunning D 1999. Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Personal Social Psychol. 77:1121–1134.
  • Mylopoulos M ,Brydges R, Woods NN, Manzone J and Schwartz DL 2016. Preparation for future learning: a missing competency in health professions education? Med Educ. 50:115–123.
  • Mylopoulos M, Regehr G. 2009. How student models of expertise and innovation impact the development of adaptive expertise in medicine. Med Educ. 43:127–132.
  • Mylopoulos M, Steenhof N, Kaushal A, Woods NN. 2018. Twelve tips for designing curricula that support the development of adaptive expertise. Med Teach. 40:850–854.
  • Neher JO, Gordon KC, Meyer B, Stevens N. 1992. A five-step ‘microskills’ model of clinical teaching. J Am Board Fam Pract. 5:419–424.
  • Pusic MV, Santen SA, Dekhtyar M, Poncelet AN, Roberts NK, Wilson-Delfosse A, Cutrer WB. 2018. Learning to balance efficiency and innovation for optimal adaptive expertise. Med Teach. 40:820–827.
  • Saunders B, Sim J, Kingstone T, Baker S, Waterfield J, Bartlam B, Burroughs H, Jinks C. 2018. Saturation in qualitative research: exploring its conceptualization and operationalization. Qual Quant. 52:1893–1907.
  • Saxon K, N. Juneja 2013. Establishing entrustment of residents and autonomy. Acad Emerg Med: Offic J Soc Acad Emerg Med. 20(9):947–949.
  • Shenton AK. 2004. Strategies for ensuring trustworthiness in qualitative research projects. Educ Info. 22:63–75.
  • Son LK, Sethi R. 2010. Adaptive learning and the allocation of time. Adapt Behavior. 18:132–140.
  • White C, Bradley E, Martindale J, Roy P, Patel K, Yoon M, Worden MK. 2014. Why are medical students ‘checking out’ of active learning in a new curriculum? Med Educ. 48:315–324.
  • Whitehead CR, Kuper A. 2015. Competency-based training for physicians: are we doing no harm? Canad Med Assoc J. 187(4):E128–E129.
  • Wolpaw TM, Wolpaw DR, Papp KK. 2003. SNAPPS: a learner-centered model for outpatient education. Acad Med: J Assoc Am Med Coll. 78:893–898.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.