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Emotional Dimensions of Learning
... One field of research in education focuses on transformative learning theory. Jack Mezirow (1991) the founding father of this theory suggests individual transformation includes a change in a frame of reference or way of seeing the world. Mezirow and others in the field less often explore this theory in groups or organizations and rarely look at its presence in a partnership context. ...
... Three types of learning surfaced in successful campus-county Extension staff partnerships-instrumental, communicative, and transformative learning (Mezirow, 1991). Instrumental learning focuses on improving performance through task-oriented problem solving and leads to learning how to control people and the environment. ...
Partnerships can enhance individual and organizational success through more effective problem solving and improved adaptation to change. Working in partnerships is not easy and learning and leadership is often required for successful collaboration that may transform the partners. This study explores learning and leadership in Extension staff partnerships that transform the individual, the partnership, and the organization. Three types of learning were identified including eight types of transformative learning. Leadership was shared between partners and often depended on the individual's strengths. Conditions that promoted transformation in successful partnerships included strong partner facilitation, critical reflection, critical events, partner difference bridged by common purpose, and independence with interdependence. Recommendations for nurturing transforming Extension staff partnerships are shared.
... In any interaction, individuals learn consciously and explicitly (March, 1994) but also unconsciously and implicitly (Pérez López, 1991, 1993Reber, 1992;Salas et al., 2009). Every decision generates learning which changes individuals by impacting their cognitive, motivational and affective levels and transforming their frames of reference (Mezirow, 1991). Pérez López (1991López ( , 1993 broadens these consequences to include the learning that arises from interactions. ...
We introduce motivation theory as a way of understanding the decision-making process in the work and family context. We use core concepts from motivation theory - extrinsic, intrinsic and prosocial motivation - and link them to motivational learning to build our framework. We then propose a framework illustrating motivational factors that influence work-family decision-making and offer propositions focusing on the motivational consequences for individuals which will impact their future decision-making processes.
... Cognitivism focuses on individuals and their mental activities. Knowledge can be seen as consisting of schemata or symbolic mental constructions [13]. Teachers play a central role by, for instance, organising knowledge. ...
The object of this study was to establish what residents in 1994 and 2003 characterised as an ideal clinical teacher and whether differences existed between residents' views in 1994 and 2003.
Setting: postgraduate medical education in the Netherlands. Subjects: 207 obstetric-gynaecologic residents. Intervention: open-ended questionnaire. Analysis: qualitative data analysis with two coding dictionaries based on current literature. Differences between 1994 and 2003 were estimated using the Chi-square test.
Residents preferred the 'person' role both in 1994 (42%) and in 2003 (48%). The 'physician' role was significantly more important in 1994 than in 2003; the 'supervisor' role was significantly more important in 2003 than in 1994 (p<0.05). Seventy percent of the comments related to 'direct interaction' (i.e., between residents and clinical teachers), 30% to 'indirect interaction' (i.e., clinical teachers' behaviour affecting residents indirectly).
The data showed that almost half of residents' comments described 'person' role characteristics. There was a significant shift in the role ranked second, from the physician role in 1994 to the supervisor role in 2003. The findings highlighted that teachers, in order to be perceived as ideal, should adapt their behaviour to residents' learning needs.
The clinical learning climate affects undergraduate medical students' behaviour, satisfaction and success. Most studies predominantly describe aspects of the clinical learning climate using quantitative methodologies, such as questionnaires. This study aimed to illuminate medical students' perceptions of the clinical learning climate, and which factors and their interactions explain differences in clinical learning climates.
We carried out a multi-method case study. Twelve departments of obstetrics and gynaecology distributed the Postgraduate Hospital Educational Environment Measure (PHEEM), a reliable questionnaire measuring the clinical learning environment, among medical students. After analysis (using anova and post hoc tests), 14 medical students from the highest- and lowest-scoring departments participated in semi-structured interviews. We analysed the transcribed recordings using a content analysis approach. Researchers agreed on coding and an expert group reached consensus on the themes of the analysis.
We found a significant difference between departments in PHEEM scores. The interviews indicated that department and medical student characteristics determine the clinical learning climate. For departments, 'legitimacy', 'clerkship arrangements' and 'focus on personal development' were the main themes. For medical students, 'initial initiatives', 'continuing development' and 'clerkship fatigue' were the principal themes. The amount and nature of participation played a central role in all themes.
Differences between clinical learning climates appear to be related to differing approaches to participation among departments. Participation depends on characteristics of both departments and students, and the interactions among them. The outcomes give valuable clues to how a favourable clinical learning climate is shaped.
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