Using transformative learning theory to develop metacognitive and self-reflective skills in pharmacy students: A primer for pharmacy educators

Lonie, John M.; Desai, Karishma

doi:10.1016/j.cptl.2015.06.002

Cited by 21 publications

(15 citation statements)

References 28 publications

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“…Transformative learning, as described in the studies, was seen to influence the formation of students’ professional identity . As they developed more discriminating perspectives, their worldviews shifted . Accordingly, TL influenced their values, attitudes and behaviours, and how they saw and understood themselves .…”

Section: Resultsmentioning

confidence: 83%

“…45,47,62 As they developed more discriminating perspectives, their worldviews shifted. 47,53,58,66,[96][97][98] Accordingly, TL influenced their values, attitudes and behaviours, 30,37,57,61,72,99 and how they saw and understood themselves. 14,33,69,80 Students developed new interpretations of how things were, including conditions within the realm of health care.…”

Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

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Transformative learning as pedagogy for the health professions: a scoping review

et al. 2019

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Context Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including those in the health professions. Described as a complex metatheory, TL has evolved over time, eliciting divergent interpretations of the construct. This scoping review provides a comprehensive synthesis of how TL is currently represented in the health professions education literature, including how it influences curricular activities, to inform its future application in the field. Methods Arksey and O'Malley's six‐step framework was adopted to review the period from 2006 to May 2018. A total of 10 bibliographic databases were searched, generating 1532 potential studies. After several rounds of review, first of abstracts and then of full texts, 99 studies were mapped by two independent reviewers onto the internally developed data extraction sheet. Descriptive information about included studies was aggregated. Discursive data were subjected to content analysis. Results A mix of conceptual and empirical research papers, which used a range of qualitative methodologies, were included. Studies from the USA, the UK and Australia were most prevalent. Insights relating to how opportunities for TL were created, how it manifests and influences behaviour, as well as how it is experienced, demonstrated much congruency. Conceptions of TL were seen to be clustered around the work of key theorists. Conclusions The training of health professionals often takes place in unfamiliar settings where students are encouraged to be active participants in providing care. This increases the opportunity for exposure to learning experiences that are potentially transformative, allowing for a pedagogy of uncertainty that acknowledges the complexity of the world we live in and questions what we believe we know about it. TL provides educators in the health professions with a theoretical lens through which they can view such student learning.

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Section: Resultsmentioning

confidence: 83%

Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

Transformative learning as pedagogy for the health professions: a scoping review

et al. 2019

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“…This may lead graduates to support future clients to institute behavior change. This type of adult learning is being used with pharmacy students [29] and nursing students [30] and in medical education [31] to encourage students to reflect on their own actions or assumptions [32]. Methods that have been successfully implemented include pharmacy students observing other allied health students in patient simulations [33], explorations of medical students reactions and perceptions after seeing photographs of patients from lower socioeconomic groups [34], and nursing students who spent time with mental health patients in the classroom rather than in a clinical setting [30].…”

Section: Discussionmentioning

confidence: 99%

Nutrition Practice and Knowledge of First-Year Medical Students

Perlstein

McCoombe

Macfarlane

et al. 2017

Journal of Biomedical Education

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Objectives. To compare the knowledge of Australian dietary recommendations to the dietary practices of first-year medical students. Design. Over a period of four years, anonymous online surveys were completed by medical students attending a first-year nutrition lecture. Background. There is little information on the nutritional knowledge and dietary practices of medical students. Setting. First-year postgraduate university medical students, Geelong, Victoria, Australia. Participants. Between the years 2012 and 2016, 32%-61% of first-year students completed the survey. Phenomenon of Interest. Student's knowledge of dietary guidelines and related practices. Analysis. The frequency of response was assessed across the different year cohorts using descriptive statistics. Results. Between 59% and 93% of first-year students correctly identified the recommended daily servings for fruit, and between 61% and 84% knew the vegetable recommendations. In contrast only 40%-46% met the guidelines for fruit and 12%-19% met the guidelines for vegetables. Conclusions and Implications. Discrepancies between students' nutrition knowledge and behavior can provide learning opportunities. With low rates of fruit and vegetable consumption in medical students, increased awareness of links between nutrition and health, together with encouragement to make behavioral changes, may increase the skills of graduates to support patients in improving dietary intake.

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“…15 Within the traditional pharmacy curriculum, professional students have few opportunities to complete peer-or self-assessments via a standardized rubric. In addition, students do not typically receive training from faculty on how to provide effective feedback or conduct assessments.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Learner Metacognition in a Professional Pharmacy Elective Course

Steuber

Janzen

Walton

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To investigate the effect of strategic feedback and metacognitive processes on learners' ability to predict performance and improve self-awareness. Methods. Strategic faculty and peer feedback, as well as self-assessments, were implemented in a professional pharmacy elective course throughout the semester, focused on three case-based oral presentations. After each presentation, students utilized an objective rubric to determine self-predicted and peer-predicted scores. Actual scores from faculty were compared to students' predicted scores. Results. Students' ability to predict presentation scores did not improve over time; however, students were able to accurately estimate performance in certain rubric sections on individual presentations (depth of problem, presentation). Students were generally overconfident in predicting their performance. When broken down into tertiles, top performing students were more accurate in their self-assessments compared to bottom performing students. Bottom performing students were highly overconfident in their assessment. Conclusion. Self-awareness is essential for professionals, though difficult to cultivate and improve in one semester. Incorporating longitudinal, continuous feedback and metacognitive skills may help learners become more aware of their own performance and devise a plan for enhancement.

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Using transformative learning theory to develop metacognitive and self-reflective skills in pharmacy students: A primer for pharmacy educators

Cited by 21 publications

References 28 publications

Transformative learning as pedagogy for the health professions: a scoping review

Transformative learning as pedagogy for the health professions: a scoping review

Nutrition Practice and Knowledge of First-Year Medical Students

Assessment of Learner Metacognition in a Professional Pharmacy Elective Course

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