A creative intervention focusing on transformative learning in the professional development of clinical teachers

This project aimed to enhance clinical teachers' knowledge base of educational pedagogy. We argued that a stronger knowledge may assist clinical teachers to better prepare students for practice, and devise teaching approaches to overcome particular challenges obstructing clinical learning. Three scenarios dealing with clinical learning dilemmas were identified, produced, and audience tested. The dilemmas examined: 1) the routinisation of the orientation phase of clinical learning; 2) clinical encounters that involve strong reactions, and which require management; and 3) the contradiction between policy emphasising person-centredness and everyday practice valuing task completion.