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Modeling lifelong learning: exploring clinical teachers' skill development through the master adaptive learner lens.

H Barrett Fromme1, Victoria Mitre2, Reena Karani3

  • 1Department of Pediatrics, The University of Chicago Pritzker School of Medicine, Chicago, IL, United States.

Academic Medicine : Journal of the Association of American Medical Colleges
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Summary

Master clinical teachers intentionally develop their skills using a Master Adaptive Learner (MAL) framework. This process involves planning, learning, assessing, and adapting teaching methods based on feedback and reflection.

Keywords:
adaptive expertisefaculty developmentfeedbacklearner-centeredreflection

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Area of Science:

  • Medical Education
  • Faculty Development
  • Professional Learning

Background:

  • Clinical teachers require evolving skills for modern learners.
  • The Clinician Educator Milestones lack guidance on skill development.
  • The Master Adaptive Learner (MAL) framework's application to teaching skills is unknown.

Purpose of the Study:

  • Explore how master clinical teachers develop their skills.
  • Identify factors driving changes in clinical teaching.
  • Examine the application of the MAL framework to teacher development.

Main Methods:

  • Multisite, qualitative, interview-based study.
  • Master clinical teachers selected using a cocreated definition.
  • Thematic analysis of interview data collected February-June 2024.

Main Results:

  • Four themes emerged: intentional improvement, drivers of change (feedback, reflection, humility), enabling mechanisms (faculty development, role modeling), and learner-centered approach evolution.
  • A master adaptive approach to teacher development was identified.
  • This approach involves planning, learning, assessing, and adapting.

Conclusions:

  • Master clinical teachers actively and intentionally develop skills mirroring the MAL framework.
  • Institutions should promote faculty development and address professional development barriers for clinical teachers.