Promoting Students’ Sense of Coherence in Medical Education Using Transformative Learning Activities

• Main Authors: Hatlevik IKR, Hovdenak SS
• Format: Article in Journal/Newspaper
• Language: English
• Published: Dove Medical Press 2020
• Subjects: transformative learning; sense of coherence; critical reflection; educational quality; placement learning; on-campus learning; professional program; medical program; Special aspects of education; LC8-6691; Medicine (General); R5-920; Arctic; Norway; Tromsø; Ida; Arctic University of Norway; University of Tromsø
• Online Access: https://doaj.org/article/c662095bd79f4ceeadfb4f1ed7949ccd

Ida Katrine Riksaasen Hatlevik,1 Sylvi Stenersen Hovdenak1,2 1Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Oslo 0317, Norway; 2Faculty of Health Sciences, University of Tromsø - The Arctic University of Norway, Tromsø, NorwayCorrespondence: Ida Katrine Riksaasen Hatlevik Department of Teacher Education and School Research (ILS), Faculty of Educational Sciences, University of Oslo, Postbox 1099 Blindern, Oslo 0317, NorwayEmail [e-mail]: Transformative learning theory offers medical educators a particularly relevant insight into student learning. Transformative learning involves critically reflecting on assumptions and actions using empirical research methods and participating in a continuing discourse to validate the best reflective judgement and act according to new insights. The purpose of this paper is to investigate medical students’ experiences with transformative learning activities and empirically and theoretically explain how these activities contribute to their understanding of the interplay between theoretical knowledge and professional practice, thereby creating a sense of coherence in medical education.Methods: This paper analyzes the data from interviews with 40 medical students derived from a qualitative longitudinal research project in Norway from 2012 through 2018.Results: Students characterize linking theoretical knowledge with professional practice, experiencing authentic placement situations with real patients, and discussing and critically reflecting on cases and professional practice with experienced doctors as learning activities that transformed their understanding of professional practice. These transformative learning activities influenced students’ perceptions of educational content and demands as being comprehensible, manageable, and meaningful, which are the core components of “sensing coherence” in professional education. Moreover, experiencing a lack of knowledge in either case-based learning on ...