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The Metacognitive Competency: Becoming a Master Adaptive Learner

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Remediation in Medical Education

Abstract

All of us possess mental models for how to learn; however, these models are usually implicit and not adequate for managing the exponential increase in content load and critical thinking necessary for modern healthcare practice. Ideally, we explicitly monitor our own learning, engaging in metacognition and adapting our learning approaches in a variety of contexts. Here the authors present the Master Adaptive Learner (MAL) framework, which offers a comprehensive, integrated evidence-informed model for learning in medicine. The authors contend that this framework can both inform remediation and form the basis of teaching and learning in the health professions more generally.

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Author information

Authors and Affiliations

  1. University of Colorado School of Medicine, Aurora, CO, USA

    Neva Howard

  2. Harvard Medical School, Boston, MA, USA

    Martin Pusic

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  1. Neva Howard
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  2. Martin Pusic
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Correspondence to Martin Pusic .

Editor information

Editors and Affiliations

  1. Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee, WI, USA

    Adina Kalet

  2. Veterans Affairs Health Care System, University of California, San Francisco, San Francisco, CA, USA

    Calvin L. Chou

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Howard, N., Pusic, M. (2023). The Metacognitive Competency: Becoming a Master Adaptive Learner. In: Kalet, A., Chou, C.L. (eds) Remediation in Medical Education. Springer, Cham. https://doi.org/10.1007/978-3-031-32404-8_4

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  • DOI: https://doi.org/10.1007/978-3-031-32404-8_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-32403-1

  • Online ISBN: 978-3-031-32404-8

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