Evidence map›Paper›PMID 41112911›Full record

ArticleMedical science educator2025

Transformative Learning as a Theoretical Framework for Professionalism Lapses Among Health Professions Trainees: A Scoping Review.

Darsh Shah, Urmi Sheth, Mariam El Meligy, Amy Keuhl, Nicole Last, Isla McPherson, Sarah Wojkowski, Dorothy Bakker, Matthew Sibbald

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Darsh Shah *Michael G. DeGroote School of Medicine, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada.
Urmi Sheth *Michael G. DeGroote School of Medicine, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada.
Mariam El MeligyDepartment of Health, Aging and Society, McMaster University, Hamilton, Canada.
Amy KeuhlMcMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada.
Nicole LastCentre for Simulation-Based Learning, McMaster University, Hamilton, Canada.
Isla McPhersonDepartment of Family Medicine, McMaster University, Hamilton, Canada.
Sarah WojkowskiSchool of Rehabilitation Science, McMaster University, Hamilton, Canada.
Dorothy BakkerDepartment of Family Medicine, McMaster University, Hamilton, Canada.
Matthew SibbaldMichael G. DeGroote School of Medicine, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada.ORCID 0000-0002-0022-2370

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Professional identity formation involves adopting values that build patient trust, a process that can be disrupted by professionalism lapses. The transformative learning process suggests that successful remediation requires shifts in underlying assumption. This scoping review examines how literature exploring professionalism remediation integrates the transformative learning process. A MEDLINE and EMBASE search identified 76 relevant studies. Most studies align with the disorienting dilemma domain, focusing on contextualization of lapses. Reflective writing and mentorship are tools to promote insight and ownership. The transformative learning process supports deeper engagement beyond behaviorist models of remediation, warranting future research in structured applications of this framework. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02412-w.

Indexed as

Healthcare traineesProfessional identity formationProfessionalism remediationTransformative learning

Identifiers

PMID41112911
PMCPMC12532533

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.