Transformative Learning in Medical Education

Greenhill, Jennene; Richards, Janet; Mahoney, Sarah; Campbell, Narelle; Walters, Lucie

doi:10.1177/1541344617715710

Cited by 38 publications

(30 citation statements)

References 32 publications

(48 reference statements)

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“…In the findings, PSTs' changes in the way they see themselves involve becoming aware of their own strengths and weaknesses as a teacher. This means that PSTs experience self-awareness which supports a study from Greenhill et al (2018) that changes in perspective include self-awareness. Awareness of their strengths enhances PSTs' confidence, while awareness of their weaknesses urges them to learn more to become a better teacher.…”

Section: Discussionsupporting

confidence: 75%

Pre-Service Teachers’ Changes in Perspective: A Transformative Learning Experience During Teaching Practice in Remote Areas

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Joson

et al. 2022

Journal of Transformative Education

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Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers’ transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process—disorientation, exploring new roles, and reflection—are also identified in the data. These three elements of the transformative learning process influence pre-service teachers’ perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning.

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Section: Discussionsupporting

confidence: 75%

Pre-Service Teachers’ Changes in Perspective: A Transformative Learning Experience During Teaching Practice in Remote Areas

Sari

Backer

Joson

et al. 2022

Journal of Transformative Education

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“…Transformative learning within service-based roles has been repeatedly demonstrated within medical education [ 23 ]. Context and environment are integral to facilitating this, with safe learning environments that promote self-reflection and encourage the learner to reframe their thinking viewed as the most effective [ 24 ]. Therefore, perhaps the transformative learning that occurred may be partially attributed to the volunteering programme creating an appropriate environment for this to occur.…”

Section: Year Groupmentioning

confidence: 99%

“More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students

et al. 2022

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Background As a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes. Methods Using an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions. Results We received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience. Conclusions Whilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students’ training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

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“…The studies reported the implementation of specific clinical placement models to increase placement capacity [ 49 ], while others reflected on models for enhance consistency of the clinical environment and continued patient care [ 53 ]. Greenhill, et al [ 35 ] report that their clinical placement model allowed students an opportunity to access diverse patient conditions.…”

Section: Discussionmentioning

confidence: 99%

Clinical placement models for undergraduate health professions students: a scoping review

2021

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Background Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.

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Transformative Learning in Medical Education

Cited by 38 publications

References 32 publications

Pre-Service Teachers’ Changes in Perspective: A Transformative Learning Experience During Teaching Practice in Remote Areas

Pre-Service Teachers’ Changes in Perspective: A Transformative Learning Experience During Teaching Practice in Remote Areas

“More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students

Clinical placement models for undergraduate health professions students: a scoping review

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