This article presents a research conducted with six French physicians who have been trained in complementary and alternative medicines. The perceived effects of this body-mind training, i.e. Awakening the Sensible Being, are being addressed in the thesis. These Awakening the Sensible Being practices help develop a quality of presence to self and to others, which are desirable qualities for health care professionals. An investigation conducted using two types of interviews: comprehensive interview and explicitation interview. The two paths of analysis will be introduced, as well as the achieved results which are linked to the personal sphere of the participants. The participants reported having experienced some identity transformations which lead them to place more emphasis on their inner references rather than external ones. They also reported feeling more centered and healthier.
This article focuses on the bodily engagement of professionals in the context of formative adult education. It examines how the body can be lived and sensed from different angles, based on two experiential studies: one with student-teachers, in somatic education, and one with physicians, based on Awakening the Sensible Being. The research results are compared to demonstrate how participants engage in their relationships with themselves and with others and how this enriches their coherence. The research suggests that teaching body perception can be as beneficial for teachers and physicians as it is for their students and patients. In our findings, it seems that body awareness and consciousness allow professionals to process information that is not available through other channels, enabling them to offer services that respond more humanely to the demands and needs. With body awareness, they can move toward a more grounded and coherent professional practice.
Purpose: Awakening the "Sensible" Being (ASB), a complementary approach, is a formative practice that examines how use and movement of the body allow for the development of one's awareness, sense of self and of others, which are desirable qualities for healthcare professionals. Our goal was to explore if and how ASB training followed by healthcare practitioners modifies the quality of their self-awareness, their presence to others, as well as their relationship with respect to health and their medical practice. Methods: Qualitative research based on two types of semi-structured interviews (comprehensive and elicitation) conducted with six physicians from France having completed their ASB training (500 hours over 4 years). The content of the interviews was first analyzed thematically then grouped into categories linked by items and sub-items. Results: A summary of the results is presented in relation to transformation in both the personal and professional spheres of physicians. Thereafter, we describe the identity-transforming effects of education creating favorable conditions for the emergence of a quality of "savoir-être". We then discuss the relevance and necessity of "savoir-être" both in the learning path of future physician and in medical practice. Conclusion: We conclude with the positive impacts of this learning: on stress management, a way to cultivate a "savoir-être", an identity construction of the health-promoting professional and the need for an ethical posture enriched by a new perspective. It seems that ASB training is ideal for building the artistic part of the medical profession.
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