Developing Master Adaptive Learners: Implementation of a Coaching Program in Graduate Medical Education

Wolff, Margaret; Hammoud, Maya M.; Carney, Michele

doi:10.5811/westjem.2022.12.57636

Cited by 10 publications

(7 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is, therefore, of crucial importance that we recognize that individual agency and social structures are intrinsically interconnected. Whether this can be mediated by the interventions such as the proposed coaching is still a matter of active investigation 44 . As a result, the MAL learner model may need to evolve to a system‐centric rather than a learner‐centric perspective.…”

Section: Discussionmentioning

confidence: 99%

What the experts see: A qualitative analysis of the behaviors of master adaptive learners in emergency medicine

Hopson,

Branzetti,

Gisondi

et al. 2024

AEM Education and Training

View full text Add to dashboard Cite

ObjectivesThe Master Adaptive Learner (MAL) model postulates that learners develop adaptive expertise through cycles of self‐regulated learning. Despite a robust theoretical basis, the actual observable behaviors of MALs are not well characterized. We sought to define behaviors that characterize MALs within emergency medicine (EM) training.MethodsUsing a constructivist grounded theory approach, we analyzed semistructured interviews with expert EM educators. These experts reflected on observable behaviors as well as factors in the clinical learning environment that may modulate these behaviors. We recruited using purposive sampling until thematic saturation.ResultsWe identified four overall themes, of which three described groups of learner behaviors and a fourth described modifiers of these behaviors. Learner behaviors include: (1) critical interrogation of practice, (2) intellectual risk‐taking, and (3) intentional curation of a learning network. Critical interrogation of practice encompasses several observable behaviors including learner‐driven feedback conversations, independent synthesis of clinical information, appropriate deviation from algorithms based on their conceptual understanding of core principles, intentional use of case variation and hypothetical questioning, and continuous refinement of decisions. MALs also engage in intellectual risk‐taking for their development by communicating clinical decision‐making processes even at the risk of being wrong, openly addressing errors and gaps, and intentionally seeking out uncomfortable experiences. Intentional curation of a learning network is the deliberate development of a consortium of trusted individuals who serve as mentors and sounding boards. We also identified a fourth theme related to the expression of learner behaviors: learning environment modulates behaviors. Active promotion of psychological safety is necessary for learners to express these behaviors. This safety is mediated through trusting relationships and expert supervisors who serve as colearners and role models.ConclusionsWe present several behaviors that allow identification of MALs among EM trainees. These data expand our understanding of MALs and the critical influence of the learning environment. Identification of these behaviors may allow for more precise categorization of targeted curricular interventions and meaningful learning outcomes.

show abstract

Section: Discussionmentioning

confidence: 99%

What the experts see: A qualitative analysis of the behaviors of master adaptive learners in emergency medicine

Hopson,

Branzetti,

Gisondi

et al. 2024

AEM Education and Training

View full text Add to dashboard Cite

show abstract

“…The presence of a trusted faculty coach is recognized as a paramount piece underpinning the success of the MAL model. 14 Note that in the context of the MAL-JITT framework, the faculty educator acts as the trusted coach, analogous to a performance coach in athletes.…”

Section: This Approach Supports Learners In Becoming the Best Version...mentioning

confidence: 99%

“…This explicit communication signals to the learners that this learning environment is safe to develop their skills while minimizing the risks of harming the patient. The presence of a trusted faculty coach is recognized as a paramount piece underpinning the success of the MAL model 14 . Note that in the context of the MAL‐JITT framework, the faculty educator acts as the trusted coach, analogous to a performance coach in athletes.…”

Section: Conceptmentioning

confidence: 99%

“…These behaviors are supported by coaching using motivation, curiosity, and mindset to move forward. While some characteristics required for developing MAL have been described, 12–15 practical guides on fostering MAL skills remain limited 16 …”

Section: Introductionmentioning

confidence: 99%

“…13 These behaviors are supported by coaching using motivation, curiosity, and mindset to move forward. While some characteristics required for developing MAL have been described, [12][13][14][15] practical guides on fostering MAL skills remain limited. 16 The MAL model's success in procedural training balances building on learned infrastructures and adaptive expertise.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Applying the master adaptive learner framework to just‐in‐time training of procedures

Alvarez,

Manthey,

Promes

et al. 2024

AEM Education and Training

View full text Add to dashboard Cite

BackgroundJust‐in‐time training (JITT) occurs in the clinical context when learners need immediate guidance for procedures due to a lack of proficiency or the need for knowledge refreshment. The master adaptive learner (MAL) framework presents a comprehensive model of transforming learners into adaptive experts, proficient not only in their current tasks but also in the ongoing development of lifelong skills. With the evolving landscape of procedural competence in emergency medicine (EM), trainees must develop the capacity to acquire and master new techniques consistently. This concept paper will discuss using JITT to support the development of MALs in the emergency department.MethodsIn May 2023, an expert panel from the Society for Academic Emergency Medicine (SAEM) Medical Educator's Boot Camp delivered a comprehensive half‐day preconference session entitled “Be the Best Teacher” at the society's annual meeting. A subgroup within this panel focused on applying the MAL framework to JITT. This subgroup collaboratively developed a practical guide that underwent iterative review and refinement.ResultsThe MAL‐JITT framework integrates the learner's past experiences with the educator's proficiency, allowing the educational experience to address the unique requirements of each case. We outline a structured five‐step process for applying JITT, utilizing the lumbar puncture procedure as an example of integrating the MAL stages of planning, learning, assessing, and adjusting. This innovative approach facilitates prompt procedural competence and cultivates a positive learning environment that fosters acquiring adaptable learning skills with enduring benefits throughout the learner's career trajectory.ConclusionsJITT for procedures holds the potential to cultivate a dynamic learning environment conducive to nurturing the development of MALs in EM.

show abstract

Our responsibility to patients: Maintain competency or … stop practicing

Santen,

Hemphill,

Pusic

et al. 2023

AEM Education and Training

View full text Add to dashboard Cite

Developing Master Adaptive Learners: Implementation of a Coaching Program in Graduate Medical Education

Abstract: n/a

Cited by 10 publications

References 9 publications

What the experts see: A qualitative analysis of the behaviors of master adaptive learners in emergency medicine

What the experts see: A qualitative analysis of the behaviors of master adaptive learners in emergency medicine

Applying the master adaptive learner framework to just‐in‐time training of procedures

Our responsibility to patients: Maintain competency or … stop practicing

Contact Info

Product

Resources

About