ArticleBMJ open2025
Transformative learning through communal documentary viewing: a mixed methods study on kidney transplantation and organ donation in medical education.
Article in BMJ open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
objectivesTo explore how learner transformation manifests in a communal arts and humanities (AH) educational activity for medical students.
designMixed methods explorative study.
settingUK-based medical school that follows a 5-year case-based learning curricular model.
interventionsA group of 105 first-year medical students attended a group viewing of a TV documentary titled, 'Life on the List' as part of their core curriculum. The documentary explores the humanistic aspects of kidney disease, organ donation and transplantation by portraying the personal stories of transplant recipients, donors and healthcare professionals. Following the screening, attendees engaged in a question-and-answer session with an expert panel.
main outcome measuresPerceived transformation of learning was measured using a quantitative Likert-scale paired pre-screening and post-screening questionnaire. Additionally, the qualitative study used facilitated focus groups (FGs) to explore how learners may or may not have transformed their learning based on the AH educational activity.
participantsInclusion criteria were: (a) first-year medical students and (b) those who attended the screening. Those not meeting these criteria were excluded. The quantitative questionnaire was completed by 94 participants, while 19 attended FG interviews.
resultsPaired t-tests were conducted to compare pre-screening and post-screening responses across five questions. All results demonstrated statistical significance (p<0.01), reflecting perceived transformation. Using a constructivist approach and drawing on aspects of 'Transformative Learning Theory,' we identified five key themes regarding
conclusionCouched in pedagogy, an AH educational activity for medical students can leverage learner transformation and promote person-centred care. With respect to kidney medicine, organ donation and transplantation, such activities can provide early career exposure to these fields. Students may be inspired to act as positive ambassadors for organ donation and transplantation and further explore these areas as future career options. Further research should investigate AH interventions in diverse groups from a longitudinal perspective to consider long-term effects in promoting holistic and empathetic patient care.
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