Article Transformative Learning in Medical Education: Context Matters, a South Australian Longitudinal Study Jenenne Greenhill 1 , Janet Noreen Richards 1 , Sarah Mahoney 2 , Narelle Campbell 3 , and Lucie Walters 4 Abstract This longitudinal study followed the clinical learning journey of 20 medical students over 4 years, from the beginning of their clinical immersion, through one of the three different clinical placement models: block rotation, longitudinal integrated clerkship, or community- and hospital-integrated learning, and then into Year 4 and the intern year postgraduation. This study explored how these different contexts can influence the process of transformative learning. The results identi- fied six well-defined changes to their ways of seeing the world which participants described as insights shaped by their clinical training. These themes were self- awareness, patient centeredness, systems thinking, self-care, clinical skepticism, and understanding diversity. Further analysis explored how changes in worldview can be instrumental, communicative, and emancipatory. This study demonstrates that context matters and that longitudinal models of clinical education may facil- itate emancipatory learning. 1 Flinders University Rural Clinical School, Renmark, South Australia, Australia 2 Flinders University, Noarlunga, South Australia, Australia 3 Flinders University Northern Territory Medical Program, Darwin, Northern Territory, Australia 4 Flinders University Rural Clinical School, Mt. Gambier, South Australia, Australia Corresponding Author: Janet Noreen Richards, Flinders University Rural Clinical School, GPO Box 852, Renmark, South Australia 5341, Australia. Email: janet.richards@flinders.edu.au Journal of Transformative Education 2018, Vol. 16(1) 58-75 ª The Author(s) 2017 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1541344617715710 journals.sagepub.com/home/jtd