Creative teaching method as a learning strategy for student midwives: A qualitative study

Rankin, Jean; Brown, Val

doi:10.1016/j.nedt.2015.12.009

Cited by 27 publications

(18 citation statements)

References 15 publications

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“…Interventions included collaborative or peer‐led learning, group or teamwork and mentorship, with opportunities for dialogue and the use of narrative . Similarly, what was described as ‘experiential’ learning and learning that provided for authentic experiences in natural settings were seen to be challenging often from a resource or socio‐economic perspective …”

Section: Resultsmentioning

confidence: 99%

“…Students claimed to be more confident in caring for patients from different cultures as a result of a sense of cultural competency . Some studies suggested that as a result of the immersion that was mentioned above, students developed a sense of belonging or connectedness with patients, other health care professionals and members of the community …”

Section: Resultsmentioning

confidence: 99%

“…Interventions included collaborative or peer-led learning, group or teamwork 37,57,79-81 and mentorship, 82 with opportunities for dialogue and the use of narrative. 17,39,62 Similarly, what was described as 'experiential' learning 25,57,68 and learning that provided for authentic experiences 19,33,41,59,83 in natural settings were seen to be challenging often from a resource or socioeconomic perspective. 35,52 A total of 64 of the 99 articles made reference to reflection as a process to both facilitate and assess TL, with one article offering a 'Model of Holistic Reflection'.…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

“…35,52 A total of 64 of the 99 articles made reference to reflection as a process to both facilitate and assess TL, with one article offering a 'Model of Holistic Reflection'. 84 Specific ways in which reflection was encouraged included interviewing 69,83 and debriefing, 32,85 discussions, 41,86 focusing on core values, 29 and reflective writing, including using journals. 13,27,30,45,52,87 Reflection was described as 'open-ended', 40 'self-reflection' 28 and 'critical', 38,55,63,[88][89][90] with one study suggesting that such 'critical reflection' could minimise the gap between theory and practice.…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

“…87 Some studies suggested that as a result of the immersion that was mentioned above, students developed a sense of belonging or connectedness with patients, other health care professionals and members of the community. 19,83 Although there was much coherence across the included studies as to the value of TL for students, and indeed ultimately for patient care, health care delivery and even society, there were also some lesscommon indicators that warrant discussion. For example, although personal and social dimensions featured strongly in the described outcomes, one study suggested that students still acquired 'academic knowledge' but did so 'in a different way' from what they felt they had experienced previously.…”

Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

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Transformative learning as pedagogy for the health professions: a scoping review

et al. 2019

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Context Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including those in the health professions. Described as a complex metatheory, TL has evolved over time, eliciting divergent interpretations of the construct. This scoping review provides a comprehensive synthesis of how TL is currently represented in the health professions education literature, including how it influences curricular activities, to inform its future application in the field. Methods Arksey and O'Malley's six‐step framework was adopted to review the period from 2006 to May 2018. A total of 10 bibliographic databases were searched, generating 1532 potential studies. After several rounds of review, first of abstracts and then of full texts, 99 studies were mapped by two independent reviewers onto the internally developed data extraction sheet. Descriptive information about included studies was aggregated. Discursive data were subjected to content analysis. Results A mix of conceptual and empirical research papers, which used a range of qualitative methodologies, were included. Studies from the USA, the UK and Australia were most prevalent. Insights relating to how opportunities for TL were created, how it manifests and influences behaviour, as well as how it is experienced, demonstrated much congruency. Conceptions of TL were seen to be clustered around the work of key theorists. Conclusions The training of health professionals often takes place in unfamiliar settings where students are encouraged to be active participants in providing care. This increases the opportunity for exposure to learning experiences that are potentially transformative, allowing for a pedagogy of uncertainty that acknowledges the complexity of the world we live in and questions what we believe we know about it. TL provides educators in the health professions with a theoretical lens through which they can view such student learning.

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