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We read the analytical review by Drs. Siddaiah-Subramanya, Smith, and Lonie titled, “Mastery learning: how is it helpful?” that appeared recently in Advances in Medical Education and Practice, with great interest.1 We commend the authors for bringing the mastery learning model to the attention of the journal’s readers. However, we note some missing information and wish to amplify the rationale and contributions of mastery learning in medical education by adding four additional points:
The promise of mastery learning is that it represents a new frontier in medical education worldwide. Mastery learning combines the best of thoughtful curriculum development, active learning and teaching, rigorous assessment with actionable feedback, high achievement standards, and skill acquisition coupled with the formation and refinement of mental representations of clinical conditions.4,5 Mastery learning is a powerful educational strategy that works. The challenge of mastery learning is to choose key clinical problems (e.g., diabetes management) from many available options to address using the model. Such thoughtful curriculum decisions can produce new pathways and durable benefits for medical education.
The authors report no conflicts of interest in this communication.