Advances in Medical Education and Practice

Transformative Learning: The Next Step in Medical Education

Medical education finds itself at a crossroads. As healthcare systems grow increasingly complex, facing pressures from demographic shifts, rising costs, and enduring and increasing health disparities, educators are called to prepare future professionals not only to function within these systems, but to transform them. Traditional pedagogical models often fall short in equipping learners with the mindset, competencies, adaptability, and critical consciousness needed for a role as change agent. Transformative learning theory offers a compelling response. Rooted in fostering deep, structural shifts in perspective, this educational approach enables learners to question assumptions, engage in critical reflection, and develop the capacity to act ethically and innovatively in the face of uncertainty. As medical education seeks to remain relevant and future-oriented, the integration of transformative learning becomes increasingly vital.

Embracing transformative learning in medical education is not merely theoretical: it is a practical necessity. Healthcare professionals must be prepared to navigate moral complexity, collaborate across and beyond academic disciplines, and confront the hidden curriculum that shapes professional identity. Transformative learning encourages these capabilities by supporting learners in making meaning from experience, developing agency, and challenging existing power structures. When integrated into medical education, it fosters a culture of continuous learning, critical inquiry, and social responsibility. Such a shift can enhance professional resilience, promote equity in care, and ultimately contribute to the sustainability of healthcare systems. In doing so, transformative learning has the potential to empower healthcare workers not just to adapt to change, but to lead it.

This Article Collection invites contributions that explore the integration, theory, and practice of transformative learning in medical education. We welcome a range of article types, including empirical research (both qualitative and quantitative), conceptual papers, case studies, curriculum innovation reports, and commentaries. Submissions may address topics such as the design of transformative learning environments, critical reflection practices on transformative learning theory, inter- and trans-disciplinary education, the role of the hidden curriculum, embodied learning, and the development of change agency and change makers among learners. Contributions should align with the journal’s focus on advancing health professions education through scholarship and innovation. By gathering diverse perspectives and experiences, this collection aims to shape a new narrative in health professions education, one that places transformation at its core.

Dr. Efraim Hart is a medical doctor, a PhD-candidate, and education consultant from the Netherlands. His research is focused on health activism and transformative learning.

Dr. Frederique Demeijer is an assistant professor at the Athena Institute of the Vrije Universiteit Amsterdam. Her research and education are centred around complex societal issues, which she aims to address by working together with diverse groups in a transdisciplinary setting. Her current research focuses on transformative learning, inter- and transdisciplinary education and research, competency development, and community engaged learning.

Prof. Dr. Fedde Scheele is Dean of ACTA (Faculty of Dentistry, Amsterdam), Professor of Health Systems Innovation and Education at VU University Amsterdam, and Chair of European Foundation for Women’s Health. His research focuses on designing socially relevant, future-oriented healthcare education, and his goal is to deliver respectful healthcare in an open culture where education, research, and societal responsibility flourish.

All manuscripts submitted to this Article Collection will undergo full peer-review. Guest Advisors will not be handling submitted articles. Please review the journal’s aims and scope and author instructions prior to submission.

Please submit your manuscript through the Dovepress website. During submission, enter the promo code "F1E5A" to indicate that your article should be considered for this Collection. Please note that the standard Article Processing Charge will apply.

The submission deadline for this Article Collection has now been extended until 31st December 2026.

Please contact the Commissioning Editor, Francis Straw at Francis.Straw@tandf.co.uk with any queries regarding this Article Collection.