Training path of medical practitioners with transformative learning in the battle against COVID-19

doi:10.3969/j.issn.2096-045X.2020.05.003

Abstract

Abstract: Health professionals education has been experiencing huge challenges and unpredictable changes in the battle against global COVID-19 epidemic. In this context, transformative learning theory is a deep learning theory for adult higher education and is in line with people^,s cognition. It reconstructs and updates previous cognition through critical reflections to guide future actions. This theory has been promoted by the global educational commission of health professionals for the 21st century, and has gradually gained recognition and practice in medical education. This article applies the transformative learning theory to the training path of medical professions, and proposes six conversion paths for training better medical practitioners for the Healthy China 2030 Strategy.

Key words: transformative learning, health professionals, training path

CLC Number:

G640

Tian Lei, Sun Baozhi. Training path of medical practitioners with transformative learning in the battle against COVID-19[J]. Medical Education Management, 2020, 6(5): 426-430.

0
/ / Recommend

Add to citation manager EndNote|Reference Manager|ProCite|BibTeX|RefWorks

URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10.3969/j.issn.2096-045X.2020.05.003

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2020/V6/I5/426

References ［30］

［1］	晋浩天, 苏雁, 唐一歌. 新冠肺炎疫情带来的医科新思考［N］.光明日报,2020-05-07(07).
［2］	国务院新闻办公室. 《抗击新冠肺炎疫情的中国行动》白皮书［EB/OL］.(2020-06-07)［2020-08-19］.http://www.xinhuanet.com/politics/2020-06/07/c_1126083364.htm?baike.
［3］	Homer-Dixon, T. The Upside of Down: catastrophe, creativity and the renewal of civilization［M］. London: Souvenir Press, 2006.
［4］	理查德•格里格, 菲利普•津巴多. 心理学与生活［M］. 王垒，译. 北京: 人民邮电出版社, 2016:161.
［5］	Joseph G M. Learning as transformation: critical perspectives on a theory in progress［J］. Journal of Physical Therapy Education, 2004, 27(1):417-417.
［6］	Mezirow, J. Contemporary paradigms of learning［J］. Adult Education Quarterly, 1996, 46(3):158-172.
［7］	Mezirow J. Transformative learning: theory to practice［J］. New Directions for Adult & Continuing Education, 1997, 1997(74):5-12.
［8］	史蒂芬•斯特林, 王子舟. 转化式学习与可持续性:基本概念的梳理［J］. 世界教育信息, 2019, 32(2):10-17.
［9］	李素卿(译)．了解与促进转化学习［M］．台湾: 五南图书出版社，1996: 2．
［10］	Frenk J, Chen L, Bhutta ZA et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world［J］.Lancet，2010，376 (9756):1923-1958.
［11］	Markos L, McWhinney W． Editors’ perspectives: auspice［J］. Journal of Transformative Education, 2003, 1(1):3-15.
［12］	Argyris C, Schn D. Organizational Learning ［M］. New York: Addison Wesley.1996.
［13］	Ison R, Stowell F. Systems practice for managing complexity, systems practice for managing complexity network［EB/OL］. (2020-08-01)［2020-08-19］.https://www.academia.edu/6882212/Systems_Practice_for_Managing_Complexity.
［14］	Townsend L, Gray J, Forber J. New ways of seeing: nursing students’ experiences of a pilot service learning program in Australia［J］. Nurse Educ Pract, 2016, 16 (1):60-65.
［15］	Moore J. Is higher education ready for transformative learning? A question explored in the study of sustainability［J］. Journal of Transformative Education, 2005, 3(1):76-91.
［16］	Nemec, Patricia B. Transformative learning［J］. Psychiatric Rehabilitation Journal, 2012, 35(6):478-479.
［17］	Lane SH, Huffman C, Brackney DE, et al. Going domestic: importing the study abroad experience. The development of a multicultural New York city study away program［J］. Nurs Forum, 2017, 52 (3):196-206.
［18］	Mastel-Smith B, Nash T, Caruso K. Addressing future demands: development of an online gerontological nursing course［J］. Geriatr Nurs, 2016,37 (5):404-407.
［19］	Kirkpatrick H, Tweedell D, Semogas D. Transformative learning through a research practicum for undergraduate nursing students［J］.J Nurs Educ, 2011,50 (10):595-598.
［20］	Mercer D, Kenworthy H, Pierce-Hayes I. Making rhetoric a reality: inclusion in practice as “transformative learning” ［J］. Mental Health and Social Inclusion, 2016, 20(2):110-118.
［21］	Neve H, Lloyd H, Collett T. Understanding students’ experiences of professionalism learning: a “threshold” approach［J］. Teach High Educ, 2017, 22 (1):92-108.
［22］	Thompson TD, Thompson EA. In at the deep end: an intensive foundation training in homeopathy for medical students［J］. Homeopathy, 2009, 98 (2):107-113.
［23］	Branch WT. The road to professionalism: reflective practice and reflective learning［J］. Patient Educ Couns, 2010,80 (3):327-332.
［24］	Price P, Hooper B, Krishnagiri S, et al. A way of seeing: how occupation is portrayed to students when taught as a concept beyond its use in therapy［J］. Am J Occup Ther, 2017, 71 (4):1-9.
［25］	Tsimane TA, Downing C. Transformative learning in nursing education: A concept analysis［J］. Int J Nurs Sci, 2019, 7(1):91-98.
［26］	Cohen AL, Pitman Brown P, Morales JP. Student journals: a means of assessing transformative learning in aging related courses［J］. Gerontol Geriatr Educ, 2015, 36 (2):185-203.
［27］	Elliott CM 2nd, Toomey RJ 3rd, Goodman BA, et al. Transformative learning: empathy and multicultural awareness in podiatric medical education［J］.J Am Podiatr Med Assoc, 2012, 102(1):39-46.
［28］	Greenhill J, Poncelet AN. Transformative learning through longitudinal integrated clerkships［J］.Med Educ, 2013, 47 (4):336-339.
［29］	Van Schalkwyk S, Bezuidenhout J, Burch VC,et al. Developing an educational research framework for evaluating rural training of health professionals: a case for innovation［J］. Med Teach, 2012, 34 (12): 1064-1069.
［30］	新华社. 习近平在北京大学师生座谈会上的讲话［EB/OL］.(2018-05-03)［2019-10-10］. http:// politics.people.com.cn/n1/2018/0503/c1024-29961468.html.

[1]	Liu Chunyu, Jiao Liping. Investigation on online learning of pediatric medical students under COVID-19—a case study of School of Pediatrics, Capital Medical University [J]. Medical Education Management, 2023, 9(2): 212-216,256.
[2]	Zhang Shuang, Cui Chunying. Ideological and political construction in Pharmaceutics course [J]. Medical Education Management, 2023, 9(1): 67-71.
[3]	Liu Kuo, Ni Xuetong , Yan Yuxiang, Zhu Huiping, Zhang Ling, Yang Xinghua. Evaluation of teaching effect of evidence-based medicine course for undergraduates majoring in preventive medicine [J]. Medical Education Management, 2023, 9(1): 88-93.
[4]	Zhang Jingyi, Kou Nannan. Medical students^, demands for death education—taking Beijing as an example [J]. Medical Education Management, 2022, 8(4): 473-478.
[5]	Li Tong, Gu Xiaoyang. Ideological and political education in History of Medicine based on “case studies, lectures and practice” mode [J]. Medical Education Management, 2022, 8(3): 281-285，300.
[6]	Yu Xiaowen. Intervention of Traditional Chinese Medicine Emotional Therapy on college students with generalized anxiety disorder [J]. Medical Education Management, 2022, 8(3): 372-376.
[7]	Fan Guanhua, Ou Shaomin, Zheng Shaoyan, Zhang Beien, Huang Jinyu, Bu Liuxiu, Yang Mianhua, Chen Haibin. Effect of “clinical early contact” practice on the cultivation of medical students caring ability——Taking the “HEART” course of Shantou University Medical College as an example [J]. Medical Education Management, 2022, 8(1): 87-94.
[8]	Du Weiwei, Zhang Lei, Sun Qiudan. Practice, evaluation and significance of medical students oversea lab rotation program [J]. Medical Education Management, 2021, 7(6): 685-689.
[9]	. Exploration on outstanding medical talents training guided by the “Nanshan Spirit” ——Example of Guangzhou Medical University [J]. Medical Education Management, 2021, 7(5): 469-475.
[10]	Lin Aihua, Li Jianhua, Zeng Wangxing, Zhang Chiteng, Zhang Hui, Zhao Xingcun. Exploration and practice of medical humanities quality education in medical colleges guided by “Nanshan Spirit” [J]. Medical Education Management, 2021, 7(5): 476-480.
[11]	Zhang Huiqun, Zheng Jianmin, Zheng Guoquan, Chen Xiaoyun, Xu Songqing, Li Jianhua. Construction and practice of clinical practice teaching system based on cultivation of excellent medical talents [J]. Medical Education Management, 2021, 7(5): 481-484,500.
[12]	Zhang Hui, Wu Tafan, Zhang Huiqun, Lin Aihua, Yang Lili, Pan Chaojie, Li Jianhua . Construction of top innovative talents training system of “Nanshan Class” [J]. Medical Education Management, 2021, 7(5): 485-490.
[13]	Gao Yanbin, Gong Muxin, Liu Changli, Zhang Hongying, Zhang Qiuyun, Zhu Zhiyao, Gao Lianyin . Practice and thinking on Traditional Chinese Medicine major construction systematically——Example of Capital Medical University [J]. Medical Education Management, 2021, 7(5): 491-495.
[14]	Chen Chang, Liang Jing, Li Qi. Exploration on the dilemma and practical reform of the training mode of pharmaceutical professional degree postgraduates [J]. Medical Education Management, 2021, 7(5): 533-537,549.
[15]	Fan Guanhua, Yang Mianhua, Zeng Yang. Analysis on the role characteristics of medical model education on the development of medical students professionalism and its related influencing factors——take the HEART course of Medical College Shantou University as an example [J]. Medical Education Management, 2021, 7(4): 351-358.