Open AccessTransformative Learning and Medical Students Global Health Essays – A Qualitative Study
Author(s) -
Ann Wylie,
John Wong,
Eleanor Bowen-Jones
Publication year - 2020
Publication title -
mededpublish
Language(s) - English
Resource type - Journals
ISSN - 2312-7996
DOI - 10.15694/mep.2020.000146.1
Subject(s) - transformative learning , perspective (graphical) , action (physics) , psychology , action research , pedagogy , sociology , medical education , medicine , art , physics , quantum mechanics , visual arts
This article was migrated. The article was not marked as recommended. Purpose Transformative learning (TL) concepts are gaining prominence in medical education, specifically for global health components. Pre-elective essays are mandatory for final year medical students at a large UK medical school. This study considered what TL concepts were demonstrated in these essays.MethodA 10% sample of essays were anonymised and analysed for components of transformative learning. The components include disorienting expereince, emotional response, critical reflection, perspective change and commitment to further action.Results A sample was selected (N=40). The essays were coherent, 10% (4 out of 40) demonstrated 3 or more components of transformative learning with 1 essay demonstrating all components. There was evidence that students had transformative experiences.Critical reflection is the most demonstrated component (30%), followed by commitment to future action (8 of 40 essays - 20%), disorienting experience (7 of 40 essays - 17.5%), and emotional response and perspective change (both 3 of 40 essays - 7.5%).ConclusionSome students demonstrated that transformative learning had taken place, linked their elective placements and global health learning outcomes. Introducing transformative learning skills and attitudes prior to the elective, may facilitate deeper transformative learning during the elective itself, but future research is required to explore this.