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Related Experiment Video

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

J K Stringer1, Larry D Gruppen2, Michael S Ryan1

  • 1Virginia Commonwealth University School of Medicine, 1201 E Marshall St, MMEC 4-214, Box 980565, Richmond, VA 23298-0565 USA.

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Summary

A new 28-item instrument effectively measures master adaptive learning (MAL) in medical students, assessing planning, learning, resilience, and motivation. This tool aids in identifying and supporting future adaptive healthcare professionals.

Keywords:
Goal settingMedical studentsSelf-regulated learningSurvey

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Area of Science:

  • Medical Education
  • Learning Sciences
  • Psychometrics

Background:

  • The master adaptive learner (MAL) model is crucial for developing adaptable, efficient, and accurate healthcare professionals.
  • Medical students require robust self-regulated learning skills to thrive in evolving healthcare environments.
  • A validated instrument is needed to measure MAL behaviors and characteristics in medical trainees.

Purpose of the Study:

  • To develop and psychometrically evaluate an instrument for measuring the master adaptive learning process in medical students.

Main Methods:

  • Utilized existing validated instruments (Self-Regulated Learning Perception Scale, Brief Resilience Scale, Goal Orientation Scale, Jefferson Scale of Physician Lifelong Learning) with 818 medical students.
  • Conducted exploratory factor analysis to identify underlying constructs and reduce items.
  • Assessed internal consistency using Cronbach's alpha and content validity through expert ratings.

Main Results:

  • Reduced 67 items to a 28-item instrument with four factors: Planning, Learning, Resilience, and Motivation.
  • Achieved high reliability with Cronbach's alpha values ranging from 0.81 to 0.89 for the subscales.
  • Factor analysis results aligned with expert ratings, supporting the instrument's construct validity.

Conclusions:

  • The developed 28-item instrument provides a reliable and valid measure of master adaptive learning in medical students.
  • This instrument serves as a foundation for future research and interventions aimed at fostering MAL.
  • Further development may be needed to fully capture the MAL construct.