Transformative learning: premise, promise and challenges

Saxena, Anurag

doi:10.1111/medu.13900

Cited by 5 publications

(4 citation statements)

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“…The disorienting dilemma, on which TL relies for initiation, is of particular interest to simulation facilitators. In an educational setting, such an experience needs to be carefully structured “to encourage the learner to commence the TL journey” [ 41 ]. The necessary affective component of the disorientating dilemma is, however, at odds with traditional immersive simulation rhetoric emphasising “safe spaces” and the avoidance of heightened emotion which can hamper performance [ 42 ].…”

Section: Discussionmentioning

confidence: 99%

“…The necessary affective component of the disorientating dilemma is, however, at odds with traditional immersive simulation rhetoric emphasising “safe spaces” and the avoidance of heightened emotion which can hamper performance [ 42 ]. Whilst such conflicting educational paradigms have been previously discussed [ 17 ], there is limited understanding of how unsettling simulated experiences can be better utilised to initiate TL whilst avoiding unresolved learner distress or “forced” transformation being perceived as indoctrination [ 41 ].…”

Section: Discussionmentioning

confidence: 99%

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Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

et al. 2021

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Background The expanding roles of UK pharmacists have prompted substantial changes to the initial pharmacy education and training, including increasing recognition of the value of learning alongside other professional groups in acute settings. Interprofessional immersive simulation training appears to represent a useful educational tool to meet the evolving needs of the profession, but the impact of such training on workplace behaviour and relationships has not been explored. This study aimed to explore how interprofessional simulation training facilitates transformative learning in pre-registration pharmacists. Methods Across three different locations in Scotland, pre-registration pharmacists were paired with medical students to participate in immersive simulation scenarios with post-scenario debriefs. Pre-registration pharmacists were individually interviewed shortly after their simulation session, using a semi-structured interview schedule based on the transformative learning framework. Transcripts were analysed using template analysis, with Mezirow’s phases of perspective transformation forming the initial coding template. Results Fifteen interviews following five simulation sessions at three different sites were undertaken. Phases 1–6 of the transformative learning framework all resonated with the pre-registration pharmacists to varying degrees. Two prominent threads became evident in the data: a change in participants’ perceptions of risk, and deepened understanding of their role within an acute context. These themes were woven throughout phases 2–6 of the transformative learning framework. Conclusions Interprofessional immersive simulation training involving acute clinical scenarios has been found to be helpful for pre-registration pharmacists and can foster transformative learning. Through this powerful process, they developed new ways to see the world, themselves and their professional relationships. Positive future actions and roles were planned. As the patient-facing roles of pharmacists expand, educational practices that translate into meaningful change to workplace behaviour and relationships become increasingly important. Carefully constructed interprofessional immersive simulation training should be utilised within pharmacy education more widely.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

et al. 2021

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“…This was evident in the shift of the learning activity from an interactive lecture using a game-based learning platform to small group discussions, which was considered as a sign of transformative learning being experienced by the medical students. 32,33 In the reflection and feedback session following the first in-field activity, the interactive lecture was identified as having provided only health knowledge, being rather dull, and failing to achieve health literacy skill training of the HSSs. Learning from the first group, the second group decided to develop a more interactive activity and facilitated the in-action health decision-making.…”

Section: Discussionmentioning

confidence: 99%

Efficacy of Communication Skills Training of Preclinical Medical Students via Health Literacy Teaching to High School Students: A Pilot Study

Prasartseree¹,

Dankulchai²,

Dangprapai³

et al. 2021

SMJ

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Objective: Communication Skills via Health Literacy (CSvHL) was a pilot elective communication skills training (CST) course, which allowed preclinical medical students to gain communication competence through the experience of being a health educator for high school students (HSSs). The efficacy of CSvHL was explored.Materials and Methods: All 10 medical students were prepared for their HSS-health-educator roles by participating in several observation sessions at an outpatient department and via communication workshops. In-field health education courses were subsequently delivered to HSSs by the medical students. Developments of the medical students’ communication skills were fostered through loops of learning activities and regular feedbacks. Assessments of the pre- and post-CSvHL communication skill levels by means of an OSCE, with adapted ComON Check were evaluated by each medical student, a standardized patient, and three medical instructors.Results: In general, the overall and category-specific average ComON Check scores of the whole class were significantly improved after the CSvHL course. The 3 communication defects with the lowest scores in the pre-CSvHL assessments were subsection division, summarization, and comprehension-check while counseling.Conclusion: CSvHL was successfully established as a preclinical-year CST course. The improvements in the ComON Check scores reflected the transformative learning gained from the hands-on experience, individualized CST, and 360° feedback OSCE for communication skill assessment.

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“…In this article, the e‐TOC sentence ‘This commentary explores the expanded and more inclusive perspective on transformative learning and implores health profession institutions to enhance education for social justice’ was inadvertently published as part of the article itself. It should appear on the issue e‐TOC only.…”

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confidence: 99%

Erratum

2019

Medical Education

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Transformative learning: premise, promise and challenges

Abstract: Saxena offers an exploration of a more inclusive perspective on transformative learning and implores health professional institutions to enhance education for social justice.

Cited by 5 publications

References 7 publications

Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

Efficacy of Communication Skills Training of Preclinical Medical Students via Health Literacy Teaching to High School Students: A Pilot Study

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