In this conversation, Professor William Cutrer discusses the concept of master adaptive learning in health professions education. He explains that the master adaptive learner uses a metacognitive approach to self-regulated learning, leading to the development of adaptive expertise. The conversation explores the difference between routine expertise and adaptive expertise, and how master adaptive learning builds on previous approaches such as problem-based learning. The implementation of master adaptive learning in medical education is discussed, including its application in undergraduate and postgraduate settings. The conversation also highlights the importance of training faculty and the role of deliberate practice and coaching in the learning process. The impact of the COVID-19 pandemic on adaptive expertise is examined, and future directions for master adaptive learning are considered.

Master adaptive learning involves a metacognitive approach to self-regulated learning, leading to the development of adaptive expertise.

Routine expertise and adaptive expertise are complementary forms of expertise, with adaptive expertise being necessary for novel challenges.

Master adaptive learning builds on previous approaches such as problem-based learning and incorporates elements of deliberate practice and coaching.

The implementation of master adaptive learning can occur in both undergraduate and postgraduate medical education.

The COVID-19 pandemic has highlighted the importance of adaptive expertise in healthcare, and there is a need to continue improving the learning environment to support master adaptive learning.