A Professionalism Curricular Model to Promote Transformative Learning Among Residents

Area of Science:

• Medical Education
• Professionalism Development
• Transformational Learning Theory

Background:

• Developed a technology-enhanced professionalism curricular model (Residents' Awareness and Practice Reflection - RAPR) based on transformational and situated learning theories.
• The RAPR model aims to foster a learning community promoting residents' self-reflection and self-awareness through four key components.
• These components include eliciting awareness, questioning assumptions, trying new perspectives, and articulating implications for future actions.

Purpose of the Study:

• To explore the acceptability and practicality of the RAPR model in a residency setting.
• To assess resident and faculty perceptions of the RAPR model.
• To evaluate resident engagement with curricular activities and their support for transformational learning.

Main Methods:

• A 10-hour, 4-week curriculum was implemented with 52 internal medicine residents (postgraduate years 1-3).
• A constructivist approach was used for thematic analysis of residents' written reflections.
• High participation rates (94%) were observed across two implementation periods.

Main Results:

• The RAPR model demonstrated potential for fostering professionalism transformation in attitudinal, behavioral, and cognitive domains.
• Participants reported more positive views of professionalism and increased empathy towards patients.
• Residents showed improved listening skills, enhanced reflective abilities, and better meaning-making from experiences.

Conclusions:

• The RAPR model is an acceptable and practical strategy for teaching professionalism to residents.
• The curriculum effectively supports transformational learning in professionalism.
• Findings support the integration of technology-enhanced models for professional development in medical education.