The transformative process of residency education.

Abstract

The author explores a model for transformative learning proposed by the education scholar Victoria Marsick. He begins by outlining Marsick's eight principles (or outcomes) of transformative learning: increased autonomy; increased independence; the ability to separate one's feelings and opinions from those of others; the ability to critically and respectfully examine the views of others; the ability to set personal and professional goals; the ability to see how one's actions affect the system in which one works; the ability to balance and choose among conflicting priorities and at some point transcend self-interest; and the ability to acknowledge one's role in constructing one's reality. Using illustrative examples from his experiences as a resident and a teacher of residents, the author describes each principle of the transformative model. He then suggests how educators can use these principles to ensure a transformative residency experience by which novice professionals become reflective and confident practitioners.