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Transformative learning as pedagogy for the health professions: a scoping review
Susan C Van Schalkwyk1, Janet Hafler2, Timothy F Brewer3
1Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.
Medical Education
|February 15, 2019
Summary
Transformative learning (TL) challenges perspectives for new ways of being. This review synthesizes TL in health professions education, guiding its future application in curricula and practice.
Area of Science:
- Health Professions Education
- Learning Theory
- Transformative Learning
Background:
- Transformative learning (TL) challenges established perspectives, fostering new ways of being.
- TL is a complex metatheory with evolving interpretations, widely adopted in global education, including health professions.
- This review synthesizes the representation and application of TL in health professions education literature.
Purpose of the Study:
- To comprehensively synthesize how transformative learning is represented in health professions education literature.
- To understand how transformative learning influences curricular activities.
- To inform the future application of transformative learning in the health professions.
Main Methods:
- A scoping review using Arksey and O'Malley's six-step framework (2006-2018).
- Searched 10 bibliographic databases, identifying 1532 potential studies.
- 99 studies were selected and analyzed using descriptive aggregation and content analysis.
Main Results:
- Included conceptual and empirical research, predominantly qualitative, from the USA, UK, and Australia.
- Found congruency in how TL opportunities are created, manifest, influence behavior, and are experienced.
- Identified conceptions of TL clustered around key theorists' work.
Conclusions:
- Health professional training in unfamiliar settings offers opportunities for transformative learning.
- A pedagogy of uncertainty, embracing complexity, aligns with transformative learning principles.
- Transformative learning provides a valuable theoretical lens for educators in the health professions.
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