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Professional Development and Scholarly Activity Weeks to Enhance the Master Adaptive Learner and Foster Future
Britani Javed1, Aaron Allgood1, Breanne Jaqua1
1Clinical Education Department, A.T. Still University School of Osteopathic Medicine in Arizona, Mesa, AZ USA.
Medical Science Educator
|June 18, 2024
Summary
Osteopathic medical schools dedicate time to professional development, fostering Master Adaptive Learners. This approach enhances students' adaptive expertise for diverse educational roles.
Area of Science:
- Medical Education
- Osteopathic Medicine
- Metacognitive Learning Theory
Background:
- Medical schools increasingly focus on developing lifelong learning skills.
- Adaptive expertise is crucial for physicians to navigate complex healthcare environments.
- Metacognitive strategies enhance self-directed learning and problem-solving.
Purpose of the Study:
- To describe a curriculum initiative aimed at developing Master Adaptive Learners.
- To explore the role of dedicated professional development time in medical education.
- To support the cultivation of adaptive expertise in osteopathic medical students.
Main Methods:
- Designated 4 weeks annually within the first-year curriculum.
- Integrated Professional Development and Scholarly Activity components.
- Focused on metacognitive learning theory principles.
Main Results:
- The initiative aims to foster Master Adaptive Learners.
- Professional development weeks are structured to promote self-reflection and skill-building.
- Curriculum design supports the transition to adaptive expertise.
Conclusions:
- Dedicated curriculum time can effectively promote adaptive expertise.
- Master Adaptive Learner development is achievable through structured educational interventions.
- This model supports osteopathic students in becoming effective educators and adaptable practitioners.
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