Teaching Self-Regulated Learning Through Reflective Writing: Experiences of First-Year Medical Students With the Master Adaptive Learner Model.

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.