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Measuring the Master Adaptive Learner: Development and validity evidence for a revised instrument.

Sally A Santen1, Adam Funk2, Moshe Feldman1

  • 1School of Medicine, Virginia Commonwealth University, Richmond, VA, USA.

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Summary
This summary is machine-generated.

A new Master Adaptive Learner (MAL) assessment instrument was developed and validated. This tool measures key learning and adjustment skills, supporting continuous improvement in clinical proficiency for healthcare professionals.

Keywords:
Master adaptive learnermedical studentsurvey

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Area of Science:

  • Medical Education
  • Psychometrics
  • Healthcare Professional Development

Background:

  • The Master Adaptive Learner (MAL) model encompasses skills crucial for continuous improvement in clinical proficiency.
  • Assessing these adaptive learning skills is essential for professional development.

Purpose of the Study:

  • To develop and validate an assessment instrument measuring the skills outlined in the Master Adaptive Learner (MAL) model.
  • To provide a tool for evaluating the collective skills of planning, learning, assessing, and adjusting.

Main Methods:

  • 1,427 students completed a 36-item candidate MAL instrument.
  • Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed to determine the instrument's structure and validity.
  • Factor structure was refined based on eigenvalues, structure, parsimony, and theoretical considerations.

Main Results:

  • A four-factor model was confirmed, including resilience, MAL skills, curiosity/exploration, and motivation/mindset/challenge.
  • The final model demonstrated adequate global fit (CFI = 0.961, RMSEA = 0.041, SRMR = 0.037).
  • The MAL instrument showed sufficient internal structure validity evidence.

Conclusions:

  • The developed MAL instrument is a valid tool for assessing adaptive learning skills.
  • This instrument can be utilized for practice-based learning competency assessment, coaching, and remediation.
  • The MAL assessment supports the goal of continually improving clinical proficiency.