scholarly journals Transformative Learning in the Art Museum: A Methods Review

2020 ◽  
Vol 52 (10) ◽  
pp. 736-740
Author(s):  
Margaret S. Chisolm ◽  
Margot Kelly-Hedrick ◽  
Mark B. Stephens ◽  
Flora Smyth Zahra
Keyword(s):  
Transformative Learning ◽  
Professional Identity ◽  
Identity Formation ◽  
Teaching Methods ◽  
Art Museum ◽  
Transformative Learning Theory ◽  
Professional Identity Formation ◽  
Innovative Methods ◽  
Visual Thinking Strategies ◽  
Clinical Educators

Abstract: Clinical educators are continually seeking innovative methods and settings for teaching. As such, they have increasingly begun to use art museums as a new educational space in which to build clinically-relevant skills and promote learners’ professional identity formation. Art museum-based pedagogy can be understood through the framework of transformative learning theory, which provides an account of how adults learn through experience. In this article, the authors apply this theory to art museum-based teaching and offer a practical overview of art museum-based activities, highlighting three exemplars: visual thinking strategies, personal responses tour, and group poems. This toolbox of art museum-based teaching methods provides a launching pad for educators and learners to explore this innovative educational strategy.

scholarly journals Transformative Learning as the Basis for Teaching Healing

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
John H. Kearsley
Keyword(s):  
Medical Students ◽  
Transformative Learning ◽  
Professional Identity ◽  
Identity Formation ◽  
Transformative Education ◽  
Potential Importance ◽  
Professional Identity Formation ◽  
Innovative Teaching ◽  
Teaching Models ◽  
Whole Person

The author describes the nature of transformative education, and highlights the potential importance of its implementation in creating physician-healers and propagating whole person care. The author proposes that teaching courses in healing are integral to the professional identity formation of “doctors as healers”. The teaching of Healing in workshop format for medical students is used as a template to suggest innovative teaching models (after Mezirow, Boyd and Myers, Daloz and Dirkx) which may be used to  engender  personal transformation in doctors and medical students, many of whom are trained as applied scientists in health.

Cultural competency, professional identity formation and transformative learning

2017 ◽  
Vol 51 (5) ◽  
pp. 462-464 ◽  
Author(s):  
Adam P Sawatsky ◽  
Thomas J Beckman ◽  
Frederic W Hafferty
Keyword(s):  
Transformative Learning ◽  
Professional Identity ◽  
Identity Formation ◽  
Cultural Competency ◽  
Professional Identity Formation

scholarly journals Transformative Learning and Professional Identity Formation During International Health Electives

2018 ◽  
Vol 93 (9) ◽  
pp. 1381-1390 ◽  
Author(s):  
Adam P. Sawatsky ◽  
Hannah C. Nordhues ◽  
Stephen P. Merry ◽  
M. Usmaan Bashir ◽  
Frederic W. Hafferty
Keyword(s):  
Transformative Learning ◽  
Professional Identity ◽  
Identity Formation ◽  
International Health ◽  
Professional Identity Formation ◽  
International Health Electives

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

Professional identity formation of medical teachers in a non-Western setting

2021 ◽  
pp. 1-6
Author(s):  
Mardiastuti H. Wahid ◽  
Ardi Findyartini ◽  
Diantha Soemantri ◽  
Rita Mustika ◽  
Estivana Felaza ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Medical Teachers

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

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