# Disorienting or Transforming? Using the Arts and Humanities to Foster Social Advocacy

## TL;DR

This paper explores how the arts and humanities can help medical students learn social advocacy through transformative learning.

## Contribution

The study identifies gaps in how arts and humanities are used for transformative learning in social advocacy training.

## Key findings

- Arts and humanities are used to create disorientation in learners, a key step in transformative learning.
- There is limited evidence on how they support critical reflection and dialogue in social advocacy education.
- Future research should explore new ways to use arts and humanities for deeper transformative learning.

## Abstract

The arts and humanities (AH) have transformative potential in medical education. Research suggests that AH-based pedagogies may facilitate both personal and professional transformation in medical learners, which may then further enhance the teaching and learning of social advocacy skills. However, the potential for such curricula to advance social advocacy training remains under-explored. Therefore, we sought to identify how AH may facilitate transformative learning of social advocacy in medical education.

Building upon previous research, we conducted a critical narrative review seeking examples from the literature on how AH may promote transformative learning of social advocacy in North American medical education. Through a search of seven databases and MedEdPORTAL, we identified 11 articles and conducted both descriptive and interpretative analyses of their relation to key tenets of transformative learning, including: disorientation/dissonance, critical reflection, and discourse/dialogue.

We found that AH are used in varied ways to foster transformative learning in social advocacy. However, most approaches emphasize their use to elicit disorientation and dissonance; there is less evidence in the literature regarding how they may be of potential utility when applied to disorienting dilemma, critical reflection, and discourse/dialogue.

The tremendous potential of AH to foster transformative learning in social advocacy is constrained due to minimal attention to critical reflection and dialogue. Future research must consider how novel approaches that draw from AH may be used for more robust engagement with transformative learning tenets in medical education.