ArticleCureus2024
Teaching Self-Regulated Learning Through Reflective Writing: Experiences of First-Year Medical Students With the Master Adaptive Learner Model.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- A qualitative thematic comparative analysis of independent and AI-supported clinical reflections among medical interns.Frontiers in medicine · 2026Article
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Authors and funding
2 authors.
Funding
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Abstract
backgroundIn 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.
methodsWe 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.
resultsThe 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.
conclusionThis study suggests that the MAL is an effective SRL model to promote metacognition and depth of learning in undergraduate medical students.
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