Authors
Priyadarshini Dattathreya, Daria Ellis, Alana Headley, Morgan McDaniel, Carlista Tavenier-Durand
Published in
Medical science educator. Volume 36. Issue 6. Pages 2717-2727. Epub Sep 01, 2026.
Abstract
Lifelong learning is a core expectation in medical education yet approaches to cultivating and assessing it are often fragmented. The goal of this study was to develop a practical, theory-informed model of lifelong learning that could (a) unify messaging across our academic success programs (b) to guide diverse applications, including online self-assessment inventories, integration into workshops, development of learning resources, individual coaching sessions, and targeted support interventions (c) help students strengthen their lifelong learning skills, enhance study strategies, and support continuous development, and (d) be applicable to all learners, whether engaged in proactive growth or receiving reactive academic support. We used the MEASURE framework to guide the design of the 7Ps Framework (Plan, Prepare, Participate, Process, Practice, Perform, Pause) and a complementary self-reflection inventory. An exploratory factor analysis (EFA) of 26 items (N = 191) revealed a seven-factor structure, accounting for 68.32% of variance, with factor loadings ranging from 0.46 to 0.93 and internal consistency (α = 0.56-0.86). A confirmatory factor analysis (CFA) with a larger sample (N = 1,255) demonstrated strong model fit (CFI = 0.94, TLI = 0.93, RMSEA = 0.066), standardized loadings of 0.48-0.91, and acceptable reliability (α = 0.52-0.86). The 7Ps Framework and inventory provide a structured, psychometrically sound approach to promoting lifelong learning and reflection. Ongoing work will further refine the inventory items to strengthen its validity.
PMID:
43031829
Bibliographic data and abstract were imported from PubMed on 14 Nov 2026.
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