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Transformative Learning in Osteopathic Medical Education

Transformative Learning in Osteopathic Medical Education

Patricia S. Sexton, Neal R. Chamberlain
Copyright: © 2017 |Pages: 15
ISBN13: 9781522509783|ISBN10: 152250978X|EISBN13: 9781522509790
DOI: 10.4018/978-1-5225-0978-3.ch004
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MLA

Sexton, Patricia S., and Neal R. Chamberlain. "Transformative Learning in Osteopathic Medical Education." Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 63-77. https://doi.org/10.4018/978-1-5225-0978-3.ch004

APA

Sexton, P. S. & Chamberlain, N. R. (2017). Transformative Learning in Osteopathic Medical Education. In I. Management Association (Ed.), Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications (pp. 63-77). IGI Global. https://doi.org/10.4018/978-1-5225-0978-3.ch004

Chicago

Sexton, Patricia S., and Neal R. Chamberlain. "Transformative Learning in Osteopathic Medical Education." In Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 63-77. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0978-3.ch004

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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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