a Department of Pediatrics, Vanderbilt University School of Medicine , Nashville , TN , USA.
b CUNY School of Medicine , New York , NY , USA.
Med Teach. 2018 Aug;40(8):791-796. doi: 10.1080/0142159X.2018.1484560. Epub 2018 Jul 22.
Because change is ubiquitous in healthcare, clinicians must constantly make adaptations to their practice to provide the highest quality care to patients. In a previous article, Cutrer et al. described a metacognitive approach to learning based on self-regulation, which facilitates the development of the Master Adaptive Learner (MAL). The MAL process helps individuals to cultivate and demonstrate adaptive expertise, allowing them to investigate new concepts (learn) and create new solutions (innovate). An individual's ability to learn in this manner is driven by several internal characteristics and is also impacted by numerous aspects of their context. In this article, the authors examine the important internal and contextual factors that can impede or foster Master Adaptive Learning.
由于医疗保健领域中变化无处不在，临床医生必须不断调整自己的实践，以为患者提供最高质量的护理。在之前的一篇文章中，Cutrer 等人描述了一种基于自我调节的元认知学习方法，该方法有助于培养“主适应学习者”（MAL）。MAL 过程有助于个人培养和展示适应专业知识，使他们能够研究新概念（学习）和创造新解决方案（创新）。个人以这种方式学习的能力取决于几个内部特征，并且还受到其环境的许多方面的影响。在本文中，作者研究了可能阻碍或促进主适应学习的重要内部和环境因素。
