Adrian Reynolds, Ph.D.

Roles

• Biography

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  Dr. Reynolds serves as founding director of the Office of Academic Enrichment, Assistant Professor of Professional Practice, and learning coach in the Department of Medical Education. With close to two decades of experience as a professional educator, Dr. Reynolds is on a mission to facilitate the development of self-regulated, adaptive learning skills through deliberate practice and a growth mindset for learners across the medical education continuum. His training in educational linguistics, particularly, multilingual language education and language teacher education, has uniquely positioned him to teach learners in the health sciences evidence-based strategies for learning the language of medicine in a manner that prioritizes their wellbeing. Dr. Reynolds’ mission as a medical educator has driven him to develop and implement medical education curricula centered around the science of learning (i.e., learning how to learn) in addition to academic coaching and peer teaching programs in the health sciences.
  
  Having held close to 1,000 one-on-one academic coaching sessions since 2016 when he joined the University of Miami Miller School of Medicine, Dr. Reynolds’ work has made significant contributions to creating a culture of lifelong, transformative learning where learners (a) make full use of motivational, behavioral and metacognitive strategies to process, synthesize and apply medical knowledge; (b) select and apply active learning strategies based on intended learning goals and timely, targeted feedback on the effectiveness of their learning; and (c) consistently seek out opportunities for ongoing development of their approach to learning. In close collaboration with student leaders and peer teachers, Dr. Reynolds has established and restructured several peer-teaching programs that serve both clinical and pre-clinical learners. Through these robust academic support programs, learners are introduced to key evidence-based learning and study strategies that have shown to be positively correlated with both academic and clinical performance.
  
  Over the years, Dr. Reynolds’ teaching experiences have informed his research interests which are driven by sociocultural and socio-cognitive approaches to learning and development. Broadly speaking, he draws upon cultural-historical activity theory (CHAT) to study learning and teaching as change processes mediated by conceptual and practical tools in communities of practice. More specifically, his research interests include (a) exploring the role of evidence-based study strategies in mitigating medical student burnout, (b) assessing the role of reflective journaling as a practical mediating tool for transformative learning, and (c) examining the relationship between self-regulated learning strategies and growth mindset. Dr. Reynolds’ Medical Teacher article, Academic coaching for learners in medical education: Twelve tips for the learning specialist, has been used by learning specialists across the nation as a blueprint for implementing academic coaching strategies guided by the science of learning.

• Honors & Awards

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• Teaching Interests

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  • Practice-based learning
  • Evidence-based study strategies
  • Growth mindset
  • Transformative learning
  • Metacognitive awareness
  • Self-reflection
  • Peer teaching
  • Case-based learning
  • Academic coaching
  • Science of learning
  • Self-regulated learning
  • Self-reflection

• Research Interests

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  Cultural-historical activity theory
  
  Self-regulated learning theory

• Publications

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