Department of Emergency Medicine, Johns Hopkins University School of Medicine , Baltimore , MD , USA.
Department of Emergency Medicine, University of Michigan Medical School , Ann Arbor , MI , USA.
Med Teach. 2019 Nov;41(11):1252-1262. doi: 10.1080/0142159X.2019.1630729. Epub 2019 Jul 9.
The ability to adapt expertise to both routine and uncommon situations, termed , has been suggested as a necessary skill for physicians. The Master Adaptive Learner (MAL) framework proposes four phases necessary to develop adaptive expertise. The first phase, "planning" for learning, includes three stages: identification of gaps, prioritization of gaps, and identification of learning resources. This study explored key strategies used by MALs in "planning" for learning. Focus groups were used to identify strategies that successful postgraduate trainees use to plan learning. Researchers analyzed transcripts using constant comparison analysis and grounded theory to guide the generation of themes. 38 participants, representing 14 specialties, participated in 7 focus groups. Six key strategies used in the "planning" phase of learning were found. During gap identification, they used and To prioritize gaps, they used the schema of and . To identify resources they used and w Barriers such as lack of time and inexperience were noted. MALs use six strategies to plan learning, using patients, health-care team roles, and clinical questions to guide them. Understanding these strategies can help educators design learning opportunities and overcome barriers.
适应常规和不常见情况的专业知识的能力，被称为适应性专长，被认为是医生必备的技能。适应性专家的主导学习（MAL）框架提出了发展适应性专长所需的四个阶段。第一阶段“学习规划”包括三个阶段：差距识别、差距优先级排序和学习资源识别。本研究探讨了 MAL 在“学习规划”中使用的关键策略。使用焦点小组确定成功的研究生学员在规划学习时使用的策略。研究人员使用恒比分析和扎根理论分析转录本，以指导主题的生成。来自 14 个专业的 38 名参与者参加了 7 个焦点小组。在学习的“规划”阶段发现了六种关键策略。在识别差距时，他们使用了 和 。为了确定优先级，他们使用了 和 的模式。为了识别资源，他们使用了 和 w 。注意到的障碍包括缺乏时间和缺乏经验。MAL 采用六种策略来规划学习，利用患者、医疗团队角色和临床问题来指导学习。了解这些策略可以帮助教育者设计学习机会并克服障碍。
