Transformative learning theory for medical education from UK and USA and its implications to China

Abstract

Abstract: Transformative learning in medical education has been adapted in developed countries like UK and USA,and has achieved confirmed effects, such as medical students'attitude of learning and professional values acknowledgement during clinical management of diseases and patients, perception of medicine service in undeveloped areas and continues quality improvement of healthcare services. It is suggested that China may adapt the concept of transformative learning in medical education, pay special attention to the cultivation of medical students' competencies in critical thinking,systems-based practice, and appropriately introduce disorienting environment to challeng and stimulate studens'learning in order to optimize teaching effects.

Key words: transformative learning, medical education, the United Kingdom, the United States of America

CLC Number:

G649

HOU Jian-lin, LI Ji-yun, LUO You-hui, WANG Wei-min. Transformative learning theory for medical education from UK and USA and its implications to China[J]. Basic & Clinical Medicine, 2021, 41(4): 619-622.

References

[1] Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010, 376:1923-1958.
[2] Renigere R. Transformative learning in the discipline of nursing[J]. Am J Educ Res, 2014, 2:1207-1210.
[3] Mezirow J. Learning as transformation: critical perspectives on a theory in progress[J]. J Phys Ther Educ, 2004, 27:417.
[4] Taylor EW, Cranton P. The handbook of transformative learning: theory, research, and practice[J]. Adult Educ Quart, 2012, 64:86-88.
[5] Werts L. Synthesis: transformative learning in medical education [EB/OL]. [2018-05-15]. http://llwerts.weebly.com/uploads/4/3/1/9/43198297/transformative_learning.pdf.
[6] Thompson T, Lamont-Robinson C, Williams V. At sea with disability! Transformative learning in medical undergraduates voyaging with disabled sailors[J]. Med Edu, 2016, 50:866-879.
[7] Epstein I, Peisachovich E, Da SC, et al. Medical aesthetics training: shifting to collective competence[J]. Plas Surg Nurs, 2017, 37:103-108.
[8] Corr M, Roulston G, King N, et al. Living with ‘melanoma’... for a day: a phenomenological analysis of medical students' simulated experiences[J]. Brit J of Dermatol, 2017, 177:771-778.
[9] Dickinson BL, Lackey W, Sheakley M, et al. Involving a real patient in the design and implementation of case-based learning to engage learners[J]. Adv Physiol Educ, 2018, 42:118-122.
[10] Sawatsky AP, Nordhues HC, Merry SP, et al. Transformative learning and professional identity formation during international health electives: a qualitative study using grounded theory[J]. Acad Med, 2018, 93:1381-1390.
[11] Wittich CM, Reed DA, McDonald FS, et al. Perspective: Transformative learning: a framework using critical reflection to link the improvement competencies in graduate medical education[J]. Acad Med, 2010, 85:1790-1793.
[12] O'Connell CB. Enhancing transformative learning in physician assistant education[J]. J Phys Asst Edu, 2010, 21:18-22.

[1]	WANG Qiang, ZHOU Yaxuan, WU Dong. Optimization of medical education question bank construction based on a flipped classroom model [J]. Basic & Clinical Medicine, 2024, 44(9): 1324-1327.
[2]	WANG Jin, LIU Hongju, SHEN Le. Investigation of continuing education requirements on the diagnosis and management of pain in non-anesthetic residents [J]. Basic & Clinical Medicine, 2024, 44(2): 270-275.
[3]	WANG Hanbi, CHEN Jie, ZHANG Zhiyuan, ZHAO Chunxia, WU Tong, SUN Aijun. Positive influence of setting up examination checkpoints and contents on the effect of medical training [J]. Basic & Clinical Medicine, 2023, 43(8): 1326-1329.
[4]	ZHANG Xiaotong, XU Kaifeng. Application of artificial intelligence in respiratory medicine teaching [J]. Basic & Clinical Medicine, 2023, 43(8): 1330-1333.
[5]	ZHANG Shangzhu, LI Qingyang, LI Hailong, SU Jinmei, LI Mengtao, ZHANG Wen, ZENG Xiaofeng. Probe into the clinical standardized training mode for refresher physicians in Rheumatic Immunology Department [J]. Basic & Clinical Medicine, 2023, 43(3): 519-522.
[6]	JIA Nan, TAN Hourui, YAN Yifei, HE Zhong, YAO Shunyu, WANG Yingyi. Teaching practice of “Precision Treatment for Oncology” course in Peking Union Medical College [J]. Basic & Clinical Medicine, 2023, 43(12): 1896-1900.
[7]	ZHANG Qian, XIAO Xin-hua. Exploration of case-based teaching in endocrinology and metabolism continuing medical education [J]. Basic & Clinical Medicine, 2022, 42(5): 828-831.
[8]	WANG Han-bi, WANG Tao, DENG Cheng-yan. Investigation on the gynecological endocrinology teaching methods for eight-year program of clinical medicine [J]. Basic & Clinical Medicine, 2022, 42(5): 840-843.
[9]	GU Xiao, PAN Zhou-xian, CHEN Shi, SHEN Zhen, NIU Lu-lu, PAN Hui, YAO Yong. Evaluation of the simulation degree of 3D printed removable pituitary tumor resection model [J]. Basic & Clinical Medicine, 2022, 42(2): 340-344.
[10]	BAI Xi, CHEN Shi, LI Yue, HU Ya, JING Quan, WANG Qian, PAN Hui. Value of combining standardized patient with clinical teaching round [J]. Basic & Clinical Medicine, 2022, 42(10): 1634-1636.
[11]	HAN Shi-yuan, LI Yong-ning, GAO Jun. Scientific research integrity construction of neurosurgery professional postgraduates [J]. Basic & Clinical Medicine, 2022, 42(10): 1626-1629.
[12]	ZHAO Jun, ZHANG Rong-hua, PAN Hui, LUO Lin-zhi. Comparison and enlightenment of higher medical education between China and the United States [J]. Basic & Clinical Medicine, 2021, 41(9): 1392-1395.
[13]	WANG Ya-hong, ZHANG Li, WANG Ying, ZHANG Yi-xiu, WU Xi-ning, GAO Lu-ying, TAO Xi-xi, LI Jian-chu. Application of hierarchical and advanced training mode in standardized training of residents in ultrasound specialty [J]. Basic & Clinical Medicine, 2021, 41(8): 1220-1223.
[14]	LIU Yong-jian, TIAN Xin-lun, XU Kai-feng. Effect of web-based teaching on medical education during COVID-19 pandemic in China [J]. Basic & Clinical Medicine, 2021, 41(8): 1242-1246.
[15]	YANG Shi-jie, XU Xie-qun. Medical students engagement during the COVID-19 pandemic and its enlightenment [J]. Basic & Clinical Medicine, 2021, 41(8): 1234-1237.