Publication:
Transformative Learning In Clinical Reasoning: A Meta-synthesis In Undergraduate Primary Care Medical Education

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dc.contributor.authorNur Faraheen Abdul Rahman
dc.contributor.authorNathan Davies
dc.contributor.authorJulia Suhaimi
dc.contributor.authorFaridah Idris
dc.contributor.authorSharifah Najwa Syed Mohamad
dc.contributor.authorSophie Park
dc.date.accessioned2024-06-16T06:40:19Z
dc.date.available2024-06-16T06:40:19Z
dc.date.issued2023
dc.date.submitted2024-4-2
dc.descriptionEducation for Primary Care Volume 34 Issue 4 (page: 211-219)
dc.description.abstractClinical reasoning is a vital medical education skill, yet its nuances in undergraduate primary care settings remain debated. This systematic review explores clinical reasoning teaching and learning intricacies within primary care. We redefine clinical reasoning as dynamically assimilating and prioritising synthesised patient, significant other, or healthcare professional information for diagnoses or non-diagnoses. This focused meta-synthesis applies transformative learning theory to primary care clinical reasoning education. A comprehensive analysis of 29 selected studies encompassing various designs made insights into clinical reasoning learning dimensions visible. Primary care placements in varying duration and settings foster diverse instructional methods like bedside teaching, clinical consultations, simulated clinics, virtual case libraries, and more. This review highlights the interplay between disease-oriented and patient-centred orientations in clinical reasoning learning. Transformative learning theory provides an innovative lens, revealing stages of initiation, persistence, time and space, and competence and confidence in students’ clinical reasoning evolution. Clinical teachers guide this transformation, adopting roles as fortifiers, connoisseurs, mediators, and monitors. Patient engagement spans passive to active involvement, co-constructing clinical reasoning. The review underscores theoretical underpinnings’ significance in shaping clinical reasoning pedagogy, advocating broader diversity. Intentional student guidance amid primary care complexities is vital. Utilising transformative learning, interventions bridging cognitive boundaries enhance meaningful clinical reasoning learning experiences. This study contributes insights for refining pedagogy, encouraging diverse research, and fostering holistic clinical reasoning development.
dc.identifier.citationNur Faraheen Abdul Rahman, Nathan Davies, Julia Suhaimi, Faridah Idris, Sharifah Najwa Syed Mohamad & Sophie Park (24 Sep 2023): Transformative learning in clinical reasoning: a meta-synthesis in undergraduate primary care medical education, Education for Primary Care, DOI: 10.1080/14739879.2023.2248070
dc.identifier.doi10.1080/14739879.2023.2248070
dc.identifier.epage9
dc.identifier.issn1475-990X
dc.identifier.issue4
dc.identifier.spage1
dc.identifier.urihttps://www.tandfonline.com/doi/full/10.1080/14739879.2023.2248070#abstract
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/20113
dc.identifier.volume34
dc.language.isoen_US
dc.publisherTaylor & Francis
dc.relation.ispartofEducation for Primary Care
dc.relation.journalEducation for Primary Care
dc.subjectCinical reasoningtransformative learningmeta-synthesisprimary caremedical education
dc.titleTransformative Learning In Clinical Reasoning: A Meta-synthesis In Undergraduate Primary Care Medical Education
dc.typetext::journal::journal article::research article
dspace.entity.typePublication
oaire.citation.endPage219
oaire.citation.issue4
oaire.citation.startPage211
oaire.citation.volume34
oairecerif.author.affiliationUniversiti Sains Islam Malaysia
oairecerif.author.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#
oairecerif.author.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#
oairecerif.author.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#
oairecerif.author.affiliationUniversiti Sains Islam Malaysia
oairecerif.author.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#

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