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A Graphic Transformation: A Qualitative Study of Transformative Learning in Medical Trainees during COVID-19 Using
Benjamin Vipler1,2, Michael Green3,2, Jennifer McCall-Hosenfeld2,4
1Division of Hospital Medicine, Department of Medicine, University of Colorado School of Medicine, Aurora, CO, USA.
Residents and fellows experienced guilt and challenged assumptions during COVID-19, but transformative learning was incomplete due to limited reflection opportunities. Future training should include dedicated reflection venues.
Area of Science:
- Medical Education
- Psychology
- Qualitative Research
Background:
- COVID-19 presented a unique context for studying transformative learning in healthcare professionals.
- Understanding how medical trainees processed extraordinary events is crucial for their development.
Purpose of the Study:
- To examine transformative learning in residents and fellows caring for COVID-19 patients during the pandemic's initial peak.
- To identify themes related to meaning-making and adaptation in a crisis.
Main Methods:
- Interpretive qualitative study using semi-structured interviews with residents and fellows.
- Exploration of experiences during the first peak of the COVID-19 pandemic (March-May 2020).
- Utilized comics to visually represent themes from interviews.
Main Results:
- Key themes included guilt, impact on training, and the need for reflection.
- Trainees questioned the necessity of certain medical practices due to pandemic-related barriers.
- Transformation appeared incomplete, with reflection often occurring during the research interview itself.
Conclusions:
- Medical trainees made meaning of the COVID-19 experience in diverse ways.
- The pandemic significantly influenced trainees' future practice and evidence appraisal.
- Lack of structured reflection hindered deeper transformative learning; dedicated venues are recommended.
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