On Becoming a Global Citizen: Transformative Learning Through Global Health Experiences

Litzelman, Debra K.; Gardner, Adrian; Einterz, Robert M.; Owiti, Philip; Wambui, Charity; Huskins, Jordan C.; Schmitt-Wendholt, Kathleen M.; Stone, Geren S.; Ayuo, Paul; Inui, Thomas S.; Umoren, Rachel

doi:10.1016/j.aogh.2017.07.005

Cited by 31 publications

(25 citation statements)

References 18 publications

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“…Transformative learning, as described in the studies, was seen to influence the formation of students’ professional identity . As they developed more discriminating perspectives, their worldviews shifted . Accordingly, TL influenced their values, attitudes and behaviours, and how they saw and understood themselves .…”

Section: Resultsmentioning

confidence: 83%

“…45,47,62 As they developed more discriminating perspectives, their worldviews shifted. 47,53,58,66,[96][97][98] Accordingly, TL influenced their values, attitudes and behaviours, 30,37,57,61,72,99 and how they saw and understood themselves. 14,33,69,80 Students developed new interpretations of how things were, including conditions within the realm of health care.…”

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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Section: Resultsmentioning

confidence: 83%

Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

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

et al. 2019

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“…A qualitative study with 137 IU students and residents discussing their experiences in the bilateral exchange found four major themes: opening oneself to a broader world view, impact of suffering and death, life changing experiences, and commitment to care for the medically underserved. This analysis supports the effectiveness of the exchange for NA trainees as "a transformative learning experience that fosters the development of global mindedness and community involvement [36]." Limitations, Challenges, and Lessons Learned The challenges of getting multiple academic institutions, each with their own priorities, strengths, barriers, and personalities, to send and receive students across an ocean are myriad.…”

Section: Discussionmentioning

confidence: 53%

Developing Ethical and Sustainable Global Health Educational Exchanges for Clinical Trainees: Implementation and Lessons Learned from the 30-Year Academic Model Providing Access to Healthcare (AMPATH) Partnership

Turissini

Mercer

Baenziger

et al. 2020

Annals of Global Health

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Introduction Short Term Experiences in Global Health (STEGHs) are a popular and well-acknowledged valuable component of medical education. Thirty-one percent of United States (US) medical students graduating in 2015 had a global health experience during medical school, up from 15% in 1998 [1]. A growing number of trainees in U.S. residency programs are interested in global health as well, prompting an increase in global health education and international opportunities during postgraduate training [2-5]. However, there are significantly fewer opportunities for trainees from low-and middle-income countries (LMICs) to travel to clinical sites other than their own compared to the opportunities for trainees from North America [6-10]. Moreover, when providers from low-and middle-income countries do have clinical experiences in the US, they are typically limited to observation, unlike the frequent hands-on learning when the situation is reversed [38]. "Global health" can be both all-encompassing and vague. Consistent with the Alma Ata declaration, we use "global health" to mean health for all, regardless of location or ethnicity [39]. Global health may or may not include aspects of international medicine, tropical medicine, and public health, but must include a focus on the wellbeing of all aspects of the human experience (physical, social, environmental, spiritual) and be concerned with how health is achieved, with an emphasis on social determinants of health, health disparities, and transnational health solutions [40]. "Global health experiences" in our academic context indicate a dedicated focus on the health of a population different from one's usual setting. For North American (NA) trainees, "global health" rotations, therefore, are typically in a low-income setting-either domestic or international. For trainees from low-and middleincome countries, "global health" electives indicate an experience either in a different low-income setting or in a higher-income setting such as NA or Europe.

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“…Rotations in communities facing health challenges different from those of a trainee's home institution can influence or sustain interest toward careers focused on health equity. 24,25 Our developing curricula involve time for reflection, study of AI/AN community-recommended resources focused on health and health equity on reservations, and regular engagement of trainees in analysis of their experiences. We anticipate a focus on this topic in GME curricular design to assist in orienting trainee careers toward working to reduce health disparities.…”

Section: Topic 4: Build Motivation For a Career Addressing Ai/an Healmentioning

confidence: 99%

Developing Graduate Medical Education Partnerships in American Indian/Alaska Native Communities

Sundberg

Charge

Owen

et al. 2019

Journal of Graduate Medical Education

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On Becoming a Global Citizen: Transformative Learning Through Global Health Experiences

Cited by 31 publications

References 18 publications

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

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

Developing Ethical and Sustainable Global Health Educational Exchanges for Clinical Trainees: Implementation and Lessons Learned from the 30-Year Academic Model Providing Access to Healthcare (AMPATH) Partnership

Developing Graduate Medical Education Partnerships in American Indian/Alaska Native Communities

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