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Dönüşümsel Öğrenme Kuramı Mezuniyet Sonrası Tıp Eğitiminde Nasıl Uygulanabilir?

Year 2024, Volume: 23 Issue: 69, 15 - 25, 30.04.2024
https://doi.org/10.25282/ted.1434425

Abstract

Amaç: Dönüşümsel (transformatif) öğrenme, bireyin belirli bir problem ile karşılaştığında, bu problem durumu ile ilgili daha önceki bilgi ve deneyimlerini gözden geçirerek bu problemin çözümüne yönelik eyleme geçmesi, yeni edindiği bilgi ve deneyimleri gerçek uygulamalarla denemesi, belirli bir düzeyde yeterlilik ve özgüven oluşturarak yeni bilgi ve deneyimleri yaşamına entegre etmesi sonucunda gerçekleşen öğrenme sürecidir. Bu çalışmanın amacı, dönüşümsel öğrenme kuramını açıklamak, bu kuram bağlamında asistan hekimlerin nasıl öğrendiklerini, hekimlerin uzmanlık eğitiminde eğitici ve öğrenen rollerini incelemektir.
Yöntem: Alanyazında ilgili çalışmaları yorumlamak, belirli kuramları incelemek, değerlendirmek ve okuyucularda bu konu hakkında bir anlayış geliştirmek, kavramsal analiz aracılığıyla bir çıkarımda bulunmak olan geleneksel derleme türündeki bu çalışmanın amacı doğrultusunda PubMed, Scopus ve Google Scholar veri tabanları taranmış ve dönüşümsel öğrenme kuramı ile ilgili çalışmalar incelenmiştir. Literatür tarama çalışması Ekim-Kasım 2023 döneminde gerçekleştirilmiştir. Literatür taramasında kullanılan anahtar kelimeler “uzmanlık eğitimi”, “mezuniyet sonrası eğitim”, “transformatif öğrenme”, “asistan hekimler”dir.
Sonuç: Hekimlerin mevcut bilgi birikimi, beceri ve tutumlarını yeni karşılaştıkları problem ya da çatışma durumlarına uygulamaları ve süreç boyunca edindikleri deneyimlere göre yeterliklerini sürekli olarak güncellemeleri beklenmektedir. İlerlemecilik (progressivism) ve yeniden kurmacılık (reconstructionism) eğitim felsefelerine dayanan dönüşümsel öğrenme kuramında öğrenme sürecinin aşamaları göz önünde bulundurulduğunda, asistan hekimlerin belirli bir problem ile karşılaşması, bu problem durumu ile ilgili olarak daha önceki bilgi ve deneyimlerini gözden geçirerek özdeğerlendirme sürecine girmesi, bu problemin çözümüne yönelik eyleme geçmesi, yeni edindiği bilgi ve deneyimleri gerçek uygulamalarla denemesi, belirli bir düzeyde yeterlilik ve özgüven oluşturarak yeni bilgi ve deneyimleri yaşamına entegre etmesi bir öğrenenin dönüşümsel öğrenme sürecini kullandığını göstermektedir. Dönüşümsel öğrenme kuramı, öğrenme sürecinin etkileşim, aktif katılım ve kişiselleştirilmiş bir deneyim gerektiren bir süreç olduğunu vurgulamaktadır. Dolayısıyla, eğiticiler ve öğrenenler arasındaki etkileşim, her iki tarafın da öğrenme sürecini şekillendirmesine katkıda bulunmaktadır. Bu nedenle, öğrenme sürecinde eğitici ve öğrenenlerin rolleri bütüncül olarak ele alınmalı, eğitim programları hazırlanırken bu durum göz önünde bulundurulmalıdır.

References

  • 1. Collins J. Education techniques for lifelong learning: principles of adult learning. Radiographics. 2004;24(5):1483-1489. https://doi.org/10.1148/rg.245045020
  • 2. Jorgensen HK. Adult learning theories and religious education for sda college students. Silver Spring, MD: Institute of Christian Teaching Education Department of Seventh Day Adventist;1998
  • 3. Knowles M. The adult learner: A neglected species. american society for training and development. Madison:Gulf; 1973 https://files.eric.ed.gov/fulltext/ED084368.pdf sayfasından erişilmiştir.
  • 4. Knowles M, Associates. Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass; 1984
  • 5. Çakmakkaya ÖS. Kanıta dayalı tıp: temel kavramlar, öğrenme teorileri, eğitim yaklaşımları ve ölçme-değerlendirme yöntemleri ile ilgili derleme. Tıp Eğitimi Dünyası. 2021;20(60):122-136. https://doi.org/10.25282/ted.720785
  • 6. Kavas MV, Arda B. Tıpta uzmanlık eğitiminde etiğin yeri. XII. Tıpta Uzmanlık Eğitimi Kurultayı. 2006;20-23. https://sabahattinaydin.com/wp-content/uploads/2022/02/tipta-uzmanlik-kurultayi.pdf#page=21 7. Dirkx JM. Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning. 1998;7:1-14. https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_ma/paace_journal_of_lifelong_learning/volume_7,_1998/dirkx1998.pdf
  • 8. Taylor P. Improving forestry education through participatory curriculum development: A case study from Vietnam. The Journal of Agricultural Education and Extension. 2000;7(2):93-104.
  • 9. Sayılan F. Jack Mezirow ve dönüştürücü öğrenme kuramı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 2008;40(41):299-316.
  • 10. Cronin P, Ryan F, Coughlan M. Undertaking a literature review: a step-by-step approach. British Journal of Nursing. 2008;17(1):38-43. https://doi.org/10.12968/bjon.2008.17.1.2805
  • 11. Hart C. Doing a Literature Review: Releasing the Research Imagination. Sage; 2018
  • 12. Boell SK, Cecez-Kecmanovic D. A hermeneutic approach for conducting literature reviews and literature searches. CAIS. 2014;34(1):12. https://doi.org/10.17705/1CAIS.03412
  • 13. Randolph JJ. A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation. 2009;14(13):1-13. https://doi.org/10.7275/b0az-8t74 14. Bower P, Gilbody S. Stepped care in psychological therapies: access, effectiveness and efficiency: narrative literature review. The British Journal of Psychiatry. 2005;186(1):11 https://doi.org/10.1192/bjp.186.1.11
  • 15. Cipriani A, Geddes J. Comparison of systematic and narrative reviews: the example of the atypical antipsychotics. Epidemiology and Psychiatric Sciences. 2003;12(3):146-153. https://doi.org/10.1017/S1121189X00002918 16. Ferrari R. Writing narrative style literature reviews. Medical Writing. 2015;24(4):230-235. https://doi.org/10.1179/2047480615Z.000000000329
  • 17. Pautasso M. Ten simple rules for writing a literature review. PLoS Computational Biology. 2013;9(7):e1003149. https://doi.org/10.1371/journal.pcbi.1003149
  • 18. Bettany-Saltikov J. How to do a systematic literature review in nursing: a step-by-step guide. McGraw-Hill Education (UK); 2012
  • 19. Greenhalgh T, Thorne S, Malterud K. Time to challenge the spurious hierarchy of systematic over narrative reviews?. European journal of clinical investigation. 2018;48(6):1-6. https://doi.org/10.1111%2Feci.12931
  • 20. Oliva PF. Developing the curriculum (7.b.). Boston: Pearson Education; 2009
  • 21. Ekanem SA, Ekefre EN. Philosophical foundation of curriculum development in Nigeria: The essencist mode l. Journal of Educational and Social Research. 2014;4(3):265-271. https://doi.org/10.5901/jesr.2014.v4n3p265
  • 22. Ornstein AC, Hunkins FP. Curriculum: Foundations, principles, and issues. (7.b.). New York: Pearson; 2017
  • 23. Korkmaz G. Yükseköğretimde proje tabanlı eğitim programlarının incelenmesi: Türk üniversiteleri için kavramsal bir model önerisi (Yayımlanmamış doktora tezi), Gazi Üniversitesi, Türkiye; 2019
  • 24. Akpınar B. Transformatif öğrenme kuramı: dönüşerek ve değişerek öğrenme. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 2010;10(2):185–198. https://hdl.handle.net/11421/374
  • 25. Beckett SW. The role of Mezirow's ten phases of transformative learning in the development of global leaders (Doctoral dissertation, Pepperdine University); 2018
  • 26. Nohl AM. Dönüştürücü Öğrenmenin Evreleri ve Biyografik Kaynakları, Fevziye Sayılan’a Armağan içinde. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları; 2021
  • 27. Mezirow J. Transformative learning in Mezirow J, Taylor EW. (Eds.) Transformative learning in practice: Insights from community, workplace, and higher education. John Wiley and Sons; 2009
  • 28. Kitchenham A. The evolution of John Mezirow's transformative learning theory. Journal of Transformative Education. (2008;6(2):104-123. https://doi.org/10.1177/1541344608322678
  • 29. Mezirow J. On critical reflection. Adult Education Quarterly. 1998;48(3):185-198.
  • 30. Deveci T. Yetişkin eğitimi teorileri. Ankara: Sınırsız Eğitim ve Araştırma Derneği Yayınları; 2021
  • 31. Imel S. Transformative learning in adulthood. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University; 1998
  • 32. Mezirow J. Transformation theory out of context. Adult Education Quarterly. 1997;48(1):60-62.
  • 33. Mezirow J. Transformative Learning as Discourse. Journal of Transformative Education. 2003;1(1):58-63. https://doi.org/10.1177/1541344603252172
  • 34. Demirören M. Tıp eğitimi ve sosyal sorumluluk. Sürekli Tıp Eğitimi Dergisi. 2019;28(2):137-144. https://doi.org/10.17942/sted.447352
  • 35. Şen E, Şahin H. Transformative learning theory: subvert the dominant paradigm. Tıp Eğitimi Dünyası. 2017;16(49):39-48. https://dergipark.org.tr/en/download/article-file/345693
  • 36. Bellhäuser H, Dignath C, Theobald M. Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Frontiers in Psychology. 2023;14:1125873. https://doi.org/10.3389/fpsyg.2023.1125873
  • 37. Woodward D, Booth S, Allen E, Forbes A, Morton C. Reflective practice for educators and learners, and the benefits of being a reflective practitioner. Scope. 2023;12:96-103. https://doi.org/10.34074/scop.4012007
  • 38. Grund J, Singer-Brodowski M, Büssing AG. Emotions and transformative learning for sustainability: a systematic review. Sustainability Science. 2023;19:307-324. https://doi.org/10.1007/s11625-023-01439-5
  • 39. Hoggan C, Kloubert T. Transformative learning in theory and practice. Adult Education Quarterly. 2020;70(3):295-307. https://doi.org/10.1177/0741713620918510
  • 40. Moran C, Moloney A. Transformative learning in a transformed learning environment. Journal of Transformative Learning. 2022;9(1):80-96. https://jotl.uco.edu/index.php/jotl/article/view/453/367

How Can Transformative Learning Theory be Applied in Postgraduate Medical Education?

Year 2024, Volume: 23 Issue: 69, 15 - 25, 30.04.2024
https://doi.org/10.25282/ted.1434425

Abstract

Aim: Transformative learning is the process during which an individual encounters a specific problem, engages in self-reflection by revisiting their prior knowledge and experiences related to this problem situation, acts towards solving this problem, experiments with new knowledge and experiences through real-world applications, and integrates these into their lives, thus developing a certain level of competence and confidence. This study aims to examine the theory of transformative learning, how resident physicians learn within this framework, and their roles as both learners and educators in residency training.
Methods: In accordance with the objective of this traditional review study, which involves interpreting relevant literature, examining specific theories, evaluating them, and fostering an understanding in readers about the subject, a literature review was conducted in the PubMed, Scopus, and Google Scholar databases. Studies related to transformative learning theory were examined through conceptual analysis in order to draw conclusions. The literature review was conducted during the period of October-November 2023. The keywords used were "residency training", "postgraduate medical education”, “transformative learning", and "resident physicians".
Conclusions: Physicians are expected to continuously update their competencies based on their existing knowledge, skills, and attitudes, applying them to new problems or conflict situations they encounter, and updating their competencies throughout the process based on the experiences they gain. Considering the stages of the transformative learning theory based on the educational philosophies of progressivism and reconstructionism, resident physicians are expected to engage in a specific problem, reflect on their previous knowledge and experiences related to this issue, enter a process of self-reflection, take action to solve this problem, experiment with newly acquired knowledge and experiences in real-life situations, and integrate new knowledge and experiences into their lives to establish a certain level of competence and confidence. Transformative learning theory emphasizes that learning is a process that requires interaction, active participation, and a personalized experience. Therefore, the interaction between educators and learners contributes to shaping the learning process for both sides. Hence, the roles of educators and learners in the learning process should be considered holistically, and this should be considered when designing medical curriculum.

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References

  • 1. Collins J. Education techniques for lifelong learning: principles of adult learning. Radiographics. 2004;24(5):1483-1489. https://doi.org/10.1148/rg.245045020
  • 2. Jorgensen HK. Adult learning theories and religious education for sda college students. Silver Spring, MD: Institute of Christian Teaching Education Department of Seventh Day Adventist;1998
  • 3. Knowles M. The adult learner: A neglected species. american society for training and development. Madison:Gulf; 1973 https://files.eric.ed.gov/fulltext/ED084368.pdf sayfasından erişilmiştir.
  • 4. Knowles M, Associates. Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass; 1984
  • 5. Çakmakkaya ÖS. Kanıta dayalı tıp: temel kavramlar, öğrenme teorileri, eğitim yaklaşımları ve ölçme-değerlendirme yöntemleri ile ilgili derleme. Tıp Eğitimi Dünyası. 2021;20(60):122-136. https://doi.org/10.25282/ted.720785
  • 6. Kavas MV, Arda B. Tıpta uzmanlık eğitiminde etiğin yeri. XII. Tıpta Uzmanlık Eğitimi Kurultayı. 2006;20-23. https://sabahattinaydin.com/wp-content/uploads/2022/02/tipta-uzmanlik-kurultayi.pdf#page=21 7. Dirkx JM. Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning. 1998;7:1-14. https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_ma/paace_journal_of_lifelong_learning/volume_7,_1998/dirkx1998.pdf
  • 8. Taylor P. Improving forestry education through participatory curriculum development: A case study from Vietnam. The Journal of Agricultural Education and Extension. 2000;7(2):93-104.
  • 9. Sayılan F. Jack Mezirow ve dönüştürücü öğrenme kuramı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 2008;40(41):299-316.
  • 10. Cronin P, Ryan F, Coughlan M. Undertaking a literature review: a step-by-step approach. British Journal of Nursing. 2008;17(1):38-43. https://doi.org/10.12968/bjon.2008.17.1.2805
  • 11. Hart C. Doing a Literature Review: Releasing the Research Imagination. Sage; 2018
  • 12. Boell SK, Cecez-Kecmanovic D. A hermeneutic approach for conducting literature reviews and literature searches. CAIS. 2014;34(1):12. https://doi.org/10.17705/1CAIS.03412
  • 13. Randolph JJ. A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation. 2009;14(13):1-13. https://doi.org/10.7275/b0az-8t74 14. Bower P, Gilbody S. Stepped care in psychological therapies: access, effectiveness and efficiency: narrative literature review. The British Journal of Psychiatry. 2005;186(1):11 https://doi.org/10.1192/bjp.186.1.11
  • 15. Cipriani A, Geddes J. Comparison of systematic and narrative reviews: the example of the atypical antipsychotics. Epidemiology and Psychiatric Sciences. 2003;12(3):146-153. https://doi.org/10.1017/S1121189X00002918 16. Ferrari R. Writing narrative style literature reviews. Medical Writing. 2015;24(4):230-235. https://doi.org/10.1179/2047480615Z.000000000329
  • 17. Pautasso M. Ten simple rules for writing a literature review. PLoS Computational Biology. 2013;9(7):e1003149. https://doi.org/10.1371/journal.pcbi.1003149
  • 18. Bettany-Saltikov J. How to do a systematic literature review in nursing: a step-by-step guide. McGraw-Hill Education (UK); 2012
  • 19. Greenhalgh T, Thorne S, Malterud K. Time to challenge the spurious hierarchy of systematic over narrative reviews?. European journal of clinical investigation. 2018;48(6):1-6. https://doi.org/10.1111%2Feci.12931
  • 20. Oliva PF. Developing the curriculum (7.b.). Boston: Pearson Education; 2009
  • 21. Ekanem SA, Ekefre EN. Philosophical foundation of curriculum development in Nigeria: The essencist mode l. Journal of Educational and Social Research. 2014;4(3):265-271. https://doi.org/10.5901/jesr.2014.v4n3p265
  • 22. Ornstein AC, Hunkins FP. Curriculum: Foundations, principles, and issues. (7.b.). New York: Pearson; 2017
  • 23. Korkmaz G. Yükseköğretimde proje tabanlı eğitim programlarının incelenmesi: Türk üniversiteleri için kavramsal bir model önerisi (Yayımlanmamış doktora tezi), Gazi Üniversitesi, Türkiye; 2019
  • 24. Akpınar B. Transformatif öğrenme kuramı: dönüşerek ve değişerek öğrenme. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 2010;10(2):185–198. https://hdl.handle.net/11421/374
  • 25. Beckett SW. The role of Mezirow's ten phases of transformative learning in the development of global leaders (Doctoral dissertation, Pepperdine University); 2018
  • 26. Nohl AM. Dönüştürücü Öğrenmenin Evreleri ve Biyografik Kaynakları, Fevziye Sayılan’a Armağan içinde. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları; 2021
  • 27. Mezirow J. Transformative learning in Mezirow J, Taylor EW. (Eds.) Transformative learning in practice: Insights from community, workplace, and higher education. John Wiley and Sons; 2009
  • 28. Kitchenham A. The evolution of John Mezirow's transformative learning theory. Journal of Transformative Education. (2008;6(2):104-123. https://doi.org/10.1177/1541344608322678
  • 29. Mezirow J. On critical reflection. Adult Education Quarterly. 1998;48(3):185-198.
  • 30. Deveci T. Yetişkin eğitimi teorileri. Ankara: Sınırsız Eğitim ve Araştırma Derneği Yayınları; 2021
  • 31. Imel S. Transformative learning in adulthood. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University; 1998
  • 32. Mezirow J. Transformation theory out of context. Adult Education Quarterly. 1997;48(1):60-62.
  • 33. Mezirow J. Transformative Learning as Discourse. Journal of Transformative Education. 2003;1(1):58-63. https://doi.org/10.1177/1541344603252172
  • 34. Demirören M. Tıp eğitimi ve sosyal sorumluluk. Sürekli Tıp Eğitimi Dergisi. 2019;28(2):137-144. https://doi.org/10.17942/sted.447352
  • 35. Şen E, Şahin H. Transformative learning theory: subvert the dominant paradigm. Tıp Eğitimi Dünyası. 2017;16(49):39-48. https://dergipark.org.tr/en/download/article-file/345693
  • 36. Bellhäuser H, Dignath C, Theobald M. Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Frontiers in Psychology. 2023;14:1125873. https://doi.org/10.3389/fpsyg.2023.1125873
  • 37. Woodward D, Booth S, Allen E, Forbes A, Morton C. Reflective practice for educators and learners, and the benefits of being a reflective practitioner. Scope. 2023;12:96-103. https://doi.org/10.34074/scop.4012007
  • 38. Grund J, Singer-Brodowski M, Büssing AG. Emotions and transformative learning for sustainability: a systematic review. Sustainability Science. 2023;19:307-324. https://doi.org/10.1007/s11625-023-01439-5
  • 39. Hoggan C, Kloubert T. Transformative learning in theory and practice. Adult Education Quarterly. 2020;70(3):295-307. https://doi.org/10.1177/0741713620918510
  • 40. Moran C, Moloney A. Transformative learning in a transformed learning environment. Journal of Transformative Learning. 2022;9(1):80-96. https://jotl.uco.edu/index.php/jotl/article/view/453/367
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Medical Education
Journal Section Review
Authors

Güneş Korkmaz 0000-0002-9060-5972

Sercan Yalçınlı 0000-0003-1780-8391

Özlem Sürel Karabilgin Öztürkçü 0000-0002-3271-0432

Publication Date April 30, 2024
Submission Date February 9, 2024
Acceptance Date April 18, 2024
Published in Issue Year 2024 Volume: 23 Issue: 69

Cite

Vancouver Korkmaz G, Yalçınlı S, Karabilgin Öztürkçü ÖS. Dönüşümsel Öğrenme Kuramı Mezuniyet Sonrası Tıp Eğitiminde Nasıl Uygulanabilir?. TED. 2024;23(69):15-2.