Transformative Learning in Medical Education: Context Matters, a South Australian Longitudinal Study

Autor/inn/en	Greenhill, Jenenne; Richards, Janet Noreen; Mahoney, Sarah; Campbell, Narelle; Walters, Lucie
Titel	Transformative Learning in Medical Education: Context Matters, a South Australian Longitudinal Study
Quelle	In: Journal of Transformative Education, 16 (2018) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344617715710
Schlagwörter	Transformative Learning; Medical Education; Longitudinal Studies; Medical Students; Graduate Medical Education; Hospitals; Metacognition; Patients; Student Attitudes; World Views; Clinical Experience; Foreign Countries; Thinking Skills; Attitude Change; Teaching Methods; Interviews; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Medizinische Ausbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Krankengymnast; Krankenhaus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Patient; Schülerverhalten; World view; Weltanschauung; Ausland; Denkfähigkeit; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Qualitative Forschung; Australien
Abstract	This longitudinal study followed the clinical learning journey of 20 medical students over 4 years, from the beginning of their clinical immersion, through one of the three different clinical placement models: block rotation, longitudinal integrated clerkship, or community- and hospital-integrated learning, and then into Year 4 and the intern year postgraduation. This study explored how these different contexts can influence the process of transformative learning. The results identified six well-defined changes to their ways of seeing the world which participants described as insights shaped by their clinical training. These themes were self-awareness, patient centeredness, systems thinking, self-care, clinical skepticism, and understanding diversity. Further analysis explored how changes in worldview can be instrumental, communicative, and emancipatory. This study demonstrates that context matters and that longitudinal models of clinical education may facilitate emancipatory learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01