Stories of Transformative Learning

Kroth, Michael; Cranton, Patricia

doi:10.1007/978-94-6209-791-9

Cited by 57 publications

(44 citation statements)

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“…One criticism of Mezirow's theory is that it places too much emphasis on the individual and that there should be more emphasis on collective and social change . Others, particularly Paulo Freire, highlighted the ultimate aim of adult education as social change, which is particularly relevant in promoting the importance of NTS in medical education. All of our students engaged in group discussions relating to NTS, during both their simulation debrief and the subsequent focus group.…”

Section: Discussionmentioning

confidence: 99%

Exploring transformative learning when developing medical students' non‐technical skills

et al. 2020

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Context Non‐technical skills (NTS) training should be incorporated into medical students' education and simulation‐based approaches are often utilised to facilitate this. Such experiences have the potential to foster transformative learning by facilitating a reassessment of one's prior assumptions and a significant shift in one's outlook, referred to as the process of perspective transformation. The aim of this research was to explore how NTS training might facilitate transformative learning in final‐year medical students. Methods Following ethical approval, medical student volunteers from four medical schools (Aberdeen, Dundee, Edinburgh and Glasgow) participated in simulation sessions, were debriefed with an emphasis on NTS using a behavioural marker system and then took part in focus groups. Focus group discussions were semi‐structured and questions were based on the phases of perspective transformation identified by Jack Mezirow. Focus group discussions were audiorecorded, transcribed verbatim, anonymised and analysed using template analysis. Results A total of 33 medical students took part in five focus groups. There was evidence of the following stages of perspective transformation: Phase 2 (self‐examination with emotional disturbance, including fear, anxiety, guilt, shame and frustration); Phase 3 (critical assessment of assumptions, including the undervaluing of NTS, recognising that technical skills alone are insufficient, and recognising that it is possible to improve one’s NTS); Phase 5 (exploring options for new roles, relationships and actions), and Phase 6 (planning a course of action for future simulations, as a medical student and as a doctor). Conclusions This study deepens our understanding of how exposure to NTS training in simulation‐based education influences the learning of medical students and shows that such exposure can result in the cognitive phases of transformative learning. It provides us with valuable insights into medical students' perspectives on their learning of NTS at a pivotal stage in training and represents an interesting way of assessing the educational impact of such sessions.

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Section: Discussionmentioning

confidence: 99%

Exploring transformative learning when developing medical students' non‐technical skills

et al. 2020

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“…Although evidence suggests there is no existing comprehensive research being conducted directly related to profound learning, corollary terms and topics have certainly been researched. Examples of these related terms and topics include transformative learning (Mezirow, ; Cranton and Taylor, ; Kroth and Cranton, ), habit formation (Costa & Kallick, ; Costa & Kallick, ; Larson & Smalley, ), religion and spirituality (Tisdell, ) deep/surface learning (Biggs & Tang, 2007; Howie and Bagnall, 2013), and intentionality (Doornbos, A. J., Bolhuis, S., & Simons, P. R. J., ). Profundity in other areas of study such as music (Davies, ; Dodd, ), museums (Perry, ) and literature (Andresen, ) seem to have been addressed at most in “one‐off” studies or scholarly discussion and not via a comprehensive research agenda.…”

Section: Profound Learningmentioning

confidence: 99%

Preparing Profound Learners

Kroth

Carr‐Chellman

2018

New Horizons in Adult Education and Human Resource Development

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“…This concurs with Clandinin and Rosiek (2007), Elbaz-Luwisch (2007), Elliott (2005), McNiff (2007), and Webster and Mertova (2007), who assert that the aim of personal narrative is to discern meaning from moments and reveal layers of understanding from the otherwise tangled messiness of lived experience. Kroth and Cranton (2014) note the relationship between narrative and identity, stating, "There is a core self that is relatively constant over time. Yet, that self or aspects of that self may be challenged by other events and experience" (p.18).…”

Section: Autoethnography In the Field Of Educationmentioning

confidence: 99%

“…As Bochner (2007), Denzin (2014), Ellis (2004), Kroth and Cranton (2014), and Richardson (1997) assert, representation of lived experience can only ever be partial, and this mystory is written with an "epistemology of insiderness" (Adams et al, 2015, p. 32). From my "emic" position as teacherresearcher, the text unsettles my dominant teacher knowledge and seeks to consider Sal's alternative experience.…”

Section: My Story Of Salmentioning

confidence: 99%

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Wood

2017

IJME

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My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples' education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as My Story of Sal. Writing autoethnographically, I use personal narrative as method, and show My Story of Sal as a representation of curriculum and pedagogy in my teaching praxis. I apply a critical lens of whiteness studies to the narrative to reveal whiteness in my classroom.

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Stories of Transformative Learning

Cited by 57 publications

References 0 publications

Exploring transformative learning when developing medical students' non‐technical skills

Exploring transformative learning when developing medical students' non‐technical skills

Preparing Profound Learners

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

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