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Transformative Learning in Osteopathic Medical Education

Transformative Learning in Osteopathic Medical Education

Patricia S. Sexton, Neal R. Chamberlain
Copyright: © 2015 |Pages: 19
ISBN13: 9781466685710|ISBN10: 1466685719|EISBN13: 9781466685727
DOI: 10.4018/978-1-4666-8571-0.ch008
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MLA

Sexton, Patricia S., and Neal R. Chamberlain. "Transformative Learning in Osteopathic Medical Education." Transformative Curriculum Design in Health Sciences Education, edited by Colleen Halupa, IGI Global, 2015, pp. 216-234. https://doi.org/10.4018/978-1-4666-8571-0.ch008

APA

Sexton, P. S. & Chamberlain, N. R. (2015). Transformative Learning in Osteopathic Medical Education. In C. Halupa (Ed.), Transformative Curriculum Design in Health Sciences Education (pp. 216-234). IGI Global. https://doi.org/10.4018/978-1-4666-8571-0.ch008

Chicago

Sexton, Patricia S., and Neal R. Chamberlain. "Transformative Learning in Osteopathic Medical Education." In Transformative Curriculum Design in Health Sciences Education, edited by Colleen Halupa, 216-234. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8571-0.ch008

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Abstract

Osteopathic medical education has undergone a transformation in the past century. From the work of Abraham Flexner to present, many lessons have been learned. Today the education of physicians relies on best practices from adult learning theory to allow learners to master the ever expanding biomedical knowledge and skill base needed for competency. Learners are expected to maintain active knowledge of a vast array of facts, be proficient at clinical skills and adapt this knowledge seamlessly to the varied situations they confront with patients. This chapter reviews the past, examines the present and envisions the future, noting how transformative learning is essential to medical training.

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