Background: In recent years, the Master Adaptive Learner (MAL) model has received widespread attention as a self-regulated learning (SRL) model in medical education. Yet, little research has been done on exploring the benefits of explicitly teaching this model to undergraduate medical students.
Methods: We taught this model in a required social science course to first-year medical students at the California University of Science and Medicine. Education was delivered via three two-hour sessions, each involving one hour of didactic presentation followed by one hour of small group discussion. Students then applied the model through a series of six structured reflection essays. After this intervention, we deployed a survey to understand student responses to using the MAL model.
Results: The majority of respondents indicated that the MAL model increased their self-awareness and intentionality in learning. Students also attested that it increased the depth and breadth of learning about self-identified learning gaps.
Conclusion: This study suggests that the MAL is an effective SRL model to promote metacognition and depth of learning in undergraduate medical students.
Keywords: innovation in medical education; master adaptive learner; medical education; medical education curriculum; medical education research; reflection essay; self-regulated learning; undergraduate medical student.
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