Benjamin Vipler1, Amy Knehans2, Daniel Rausa3, Paul Haidet4, Jennifer McCall-Hosenfeld5. 1. is a Hospitalist, Division of Hospital Medicine, University of Colorado Hospital, and Assistant Professor, University of Colorado School of Medicine. 2. , is Associate Librarian, George T. Harrell Health Sciences Library, Penn State Health Milton S. Hershey Medical Center. 3. is General Internist, Directorate for Primary Care, Captain James A. Lovell Federal Health Care Center, and Clinical Instructor, Department of Medicine, Rosalind Franklin University of Medicine and Science. 4. is General Internist, Division of General Internal Medicine, Penn State Health Milton S. Hershey Medical Center, and Distinguished Professor of Medicine, Public Health Sciences, and Humanities, Penn State College of Medicine. 5. is General Internist, Division of General Internal Medicine, Penn State Health Milton S. Hershey Medical Center, and Associate Dean for Faculty and Professional Development, Associate Professor of Medicine and Public Health Sciences, Penn State University College of Medicine.
Abstract
BACKGROUND: Transformative learning (TL) is an educational theory focused on deep fundamental shifts in an individual's worldview. Such shifts are well known to occur within graduate medical education (GME). However, TL in GME has yet to be formally explored. OBJECTIVE: We performed a scoping review of the literature on TL within GME to identify areas where trainees currently experience or have potential to experience TL, and to explore areas where fostering TL has been used as a pedagogical tool. METHODS: In January 2020, we searched 7 databases to identify literature on TL in GME. Additional articles were identified by hand-searching the Journal of Graduate Medical Education. RESULTS: A total of 956 articles were identified through database search with 3 unique articles found via hand-searching. Abstracts and manuscripts were screened by 2 authors and disagreements arbitrated by a third, yielding 28 articles for our analysis. The main components of TL (disorienting dilemma, reflection, discourse, action) took various forms. TL was closely linked with professionalism training and professional identity formation. Training programs in primary care fields were most frequently referenced. Often, trainees were experiencing TL without recognition of the theory by their educators. Gaps in the graduate medical education literature exist pertaining to TL in venues such as diversity, equity, and inclusion. CONCLUSIONS: Our scoping review uncovered the following themes: TL and professionalism, TL and primary care, and TL by other names. TL is likely occurring but going unrecognized in some settings.
BACKGROUND: Transformative learning (TL) is an educational theory focused on deep fundamental shifts in an individual's worldview. Such shifts are well known to occur within graduate medical education (GME). However, TL in GME has yet to be formally explored. OBJECTIVE: We performed a scoping review of the literature on TL within GME to identify areas where trainees currently experience or have potential to experience TL, and to explore areas where fostering TL has been used as a pedagogical tool. METHODS: In January 2020, we searched 7 databases to identify literature on TL in GME. Additional articles were identified by hand-searching the Journal of Graduate Medical Education. RESULTS: A total of 956 articles were identified through database search with 3 unique articles found via hand-searching. Abstracts and manuscripts were screened by 2 authors and disagreements arbitrated by a third, yielding 28 articles for our analysis. The main components of TL (disorienting dilemma, reflection, discourse, action) took various forms. TL was closely linked with professionalism training and professional identity formation. Training programs in primary care fields were most frequently referenced. Often, trainees were experiencing TL without recognition of the theory by their educators. Gaps in the graduate medical education literature exist pertaining to TL in venues such as diversity, equity, and inclusion. CONCLUSIONS: Our scoping review uncovered the following themes: TL and professionalism, TL and primary care, and TL by other names. TL is likely occurring but going unrecognized in some settings.
Authors: Paul Batalden; David Leach; Susan Swing; Hubert Dreyfus; Stuart Dreyfus Journal: Health Aff (Millwood) Date: 2002 Sep-Oct Impact factor: 6.301
Authors: Julio Frenk; Lincoln Chen; Zulfiqar A Bhutta; Jordan Cohen; Nigel Crisp; Timothy Evans; Harvey Fineberg; Patricia Garcia; Yang Ke; Patrick Kelley; Barry Kistnasamy; Afaf Meleis; David Naylor; Ariel Pablos-Mendez; Srinath Reddy; Susan Scrimshaw; Jaime Sepulveda; David Serwadda; Huda Zurayk Journal: Lancet Date: 2010-11-26 Impact factor: 79.321
Authors: Christopher M Wittich; Darcy A Reed; Monica M Drefahl; Colin P West; Furman S McDonald; Kris G Thomas; Andrew J Halvorsen; Thomas J Beckman Journal: Med Educ Date: 2010-12-17 Impact factor: 6.251