The transformative process of residency education.
The author explores a model for transformative learning proposed by the education scholar Victoria Marsick. He begins by outlining Marsick's eight principles (or outcomes) of transformative learning: increased autonomy; increased independence; the ability to separate one's feelings and opinions from those of others; the ability to critically and respectfully examine the views of others; the ability to set personal and professional goals; the ability to see how one's actions affect the system in which one works; the ability to balance and choose among conflicting priorities and at some point transcend self-interest; and the ability to acknowledge one's role in constructing one's reality. Using illustrative examples from his experiences as a resident and a teacher of residents, the author describes each principle of the transformative model. He then suggests how educators can use these principles to ensure a transformative residency experience by which novice professionals become reflective and confident practitioners.
Johnson
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Ohio State University and Columbus Children's Hospital 43205, USA. johnsonca@pediatrics.ohio-state.edu
D002983:Clinical Competence / Q000592:standards; D004501:Education, Medical / Q000379:methods*; D006801:Humans; D007396:Internship and Residency / Q000592:standards*; D017009:Professional Autonomy; D011364:Professional Practice / Q000592:standards