Submission ID 78244
| Code | WE-3 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Learning Objective 1 | 1. Explain how transformative education and critical reflection can be applied to various curricula |
| Learning Objective 2 | 2. Demonstrate how to foster psychological safety while supporting discomfort, reflection, and transformation |
| Learning Objective 3 | 3. Describe the difference between a discussion and a dialogue |
| Learning Objective 4 | 4. Practice using dialogical techniques in small groups |
| Category | Medical Education |
| Type | Workshop |
| Title | Fostering Transformative Learning Through Dialogue: Creating Safe Spaces that Support Discomfort |
| Rationale/Background | In the current sociopolitical context, it is essential that medical education fosters critical reflection, allowing medical trainees to challenge their assumptions, develop new insights, and work toward social action. The related paradigms of transformative education and critical pedagogy are well-situated to support these outcomes in medical education 1,2. Transformative education allows for critical reflection through the challenging of assumptions, unveiling of issues of power underlying seemingly "natural" phenomena, such as poverty, inequality and oppression, and ultimately encouraging learners to address sources of injustice. One educational challenge to this approach lies in creating psychologically safe environments while supporting and sometimes creating the necessary discomfort to allow for transformation to occur. In this workshop, we will explore how the use of dialogical techniques3 where authority is shared, emotions and experiences are invited, and new perspectives emerge, can be used to foster critical reflection and transformation. The presenters of this workshop will bring their extensive experience in designing and running an undergraduate reflective practice course with over 1000 medical learners and 350 faculty where transformative learning is fostered through dialogue and reflection. |
| Instructional Methods | In this workshop, we will: • Provide a brief didactic introduction to the transformative paradigm of education and the underpinning theories • Demonstrate pedagogical techniques to engage participants and model dialogical interactions and reflection throughout the large group session • Guide participants in using dialogical techniques in small groups as they reflect (i.e., on their experience working and teaching through the pandemic and painful world events) |
| Target Audience | Medical educators and learners of all levels are welcome |
| Keyword 1 | Transformative Learning |
| Keyword 2 | Dialogue |
| Keyword 3 | Reflective Practice |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Residency Education Undergraduate Medical Education |
| Abstract Track - First Choice | Equity, Diversity and Inclusion |
| Authors | Nirit Bernhard Susanna Talarico Nirit Bernhard Susanna Talarico Victoria Boyd Arno Kumagai Lindsay Herzog |
