Development and Initial Evaluation of the Master Adaptive Learner Behavioral Assessment Scale

The Master Adaptive Learner (MAL) framework aims to cultivate adaptive expertise to prepare healthcare trainees for novel and complex clinical scenarios; however, practical application has been constrained by a shortage of instruments evaluating observable learner behaviors. To address this need, researchers conducted a multi-phase study to develop the Master Adaptive Learner Behavioral Assessment Scale (MAL BAS) and provide initial validity, feasibility, and acceptability evidence within health sciences education, using physical therapist education as the initial application context.

The development and evaluation process integrated a comprehensive literature review, a reactive Delphi process, cognitive interviews, and virtual surveys involving stakeholders across the United States. Content and response process validity evidence was derived from two rounds of Delphi consensus involving eight MAL experts from medicine and physical therapy, alongside cognitive interviews with six physical therapist educators. Subsequently, 40 physical therapist educators completed feasibility and acceptability testing.

The resulting instrument is a 30-item scale that demonstrated positive feasibility and acceptability, requiring an average completion time of approximately 11 minutes. The scale showed utility for formative assessment in both academic and clinical education settings. The authors noted that while the MAL BAS shows promise for supporting the development of adaptive expertise, further research is needed to collect additional validity and reliability evidence.