Facilitating awareness of philosophy of science, ethics and communication through manual skills training in undergraduate education

Kordahl, Hilde Lund; Fougner, Marit

doi:10.1080/09593985.2016.1277289

Cited by 12 publications

(9 citation statements)

References 32 publications

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“…This was in part influenced by past experience but also the gendered and sexed body. Once again this aligns with the findings from Kordahl and Fougner (2017) and other writers on inappropriateness within therapeutic touch (Kertay and Reviere, 1993). Also highlighted was the social taboo of discussing potential transgressions; one challenge here is the sense that understanding and managing the perceived dangers can only be achieved through doing, yet their doing is personally and socially precarious.…”

Section: Linearity and Disruptions In Learning Professional Touchsupporting

confidence: 68%

“…Crude language mirrored crude movements and an overwhelming sense of uncertainty in controlling themselves in all aspects of presentation; physical, verbal, and in touch. This led to some insecurities with enactment of touch which mirrors the work of Kordahl and Fougner (2017), but goes beyond a sense of discomfort, adding a perceived danger in the activity (Nicholls and Holmes, 2012). A concern with causing damage and pain was commonly discussed, and there was an acknowledgment that others learning alongside them were also uncomfortable, but levels of concern particularly in relation to intimate and sexualized spaces demonstrated different levels of jeopardy.…”

Section: Linearity and Disruptions In Learning Professional Touchmentioning

confidence: 99%

“…Physical touch, the connection of one body with another, is considered a foundational element of physiotherapy practice and a core competency (Bjorbaekmo and Mengshoel, 2016;Doran and Setchell, 2018;Kordahl and Fougner, 2017;Moffat and Kerry, 2018). Touch is used professionally in multiple ways as a: diagnostic tool; therapeutic intervention; assisting individuals in movement; and in communication (Roger et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…To our knowledge, there is only one study that has explored touch within the pre-clinical stages of physiotherapy education and this focused on the learning of a specific manual technique which is not universally taught (Kordahl and Fougner, 2017). First-year students involved in this study reported initial discomfort at being the subject of touch and its related state of undress, as well as being the deliverer of the touch.…”

Section: Introductionmentioning

confidence: 99%

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Learning professional touch: an exploration of pre-registration Physiotherapy students’ experiences

Norris

Wainwright

2020

Physiotherapy Theory and Practice

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Physical touch is considered a core competency in Physiotherapy, central to clinical reasoning and communication. Nevertheless, there is a dearth of research into how the skill is learned and the experiences of students in that process. The aim of this paper is to explore that learning experience among pre-registration physiotherapy students. An approach underpinned by phenomenology and ethnographic methods was undertaken over an 8-month period in one Higher Education Institution in the UK. Data came from a series of observations and focus groups, complemented by personal reflective learning diaries with first-and second-year undergraduate students. Focus group data were analyzed thematically and triangulated with other data sources. Three themes were developed: 1) 'Uncertainty, self-awareness and anxiety' explores the discomfort experienced in the early stages; 2) 'Emerging familiarity and awareness of inter-action' demonstrates developing confidence in bodily capability and communicative capacity; and 3) 'Realities of touch in a clinical environment' focuses on the shift from the pre-clinical to clinical context and highlights the cyclical processes of embodied learning. This study highlights the complexity and immediacy of the embodied learning of touch and its interactions with the development of professional identity. Negotiation of boundaries, both seen and unseen, creates jeopardy in that process through the first two years of the course.

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Section: Linearity and Disruptions In Learning Professional Touchsupporting

confidence: 68%

Section: Linearity and Disruptions In Learning Professional Touchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning professional touch: an exploration of pre-registration Physiotherapy students’ experiences

Norris

Wainwright

2020

Physiotherapy Theory and Practice

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“…Increasing interest in Levinas's ethics in healthcare theory and practice has also seen his writings explored in psychotherapy, medicine and nursing (Burcher, 2011;Clifton-Soderstrom, 2003;Naef, 2006;Nortvedt, 2003;Surbone, 2005). Beyond a few very brief forays, however, Levinas's work remains underexplored in physiotherapy (Dufour, Brown, & Lucy, 2014;Lund Kordahl & Fougner, 2017). This is unfortunate given the radical and fundamentally transformative potential that his critique of ontology and his otherwise ethics would have for physiotherapy theory and practice.…”

Section: Introductionmentioning

confidence: 99%

The fundamental violence of physiotherapy: Emmanuel Levinas’s critique of ontology and its implications for physiotherapy theory and practice

Marić¹,

Nicholls²

2019

OPJ

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The fundamental role of ontology, epistemology, and ethics is widely recognised across the healthcare professions. Yet what is less known in physiotherapy is how ontology and epistemology potentially undermine the ethical intentions of our theories and practices. In this article, we draw on the work of 20th-century philosopher Emmanuel Levinas to highlight this problem. Particularly Levinas’s ethical critique of ontology and the associated notion of thematisation enable us to highlight a violence that takes place in the philosophical foundations of physiotherapy. Using the overarching aims of physiotherapy, the theory and practice of diagnosis, and the notion and enforcing of professional identities as examples, we additionally show how this violence consequently pervades physiotherapy theory and practice. By exploring a range of critical and practical implications, we finally show how an application of Levinas’s critique of ontology additionally opens toward an otherwise physiotherapy grounded in a renewed understanding of self, other, and their relation. With this, we hope to highlight the core value and critical need for a deeper engagement with the work of Levinas in relation to all aspects of physiotherapy, and particularly its understanding and implementation of ethics that is so fundamental to its practice and a cornerstone of physiotherapy education.

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The Ethical Dilemma of Truth-Telling in Healthcare in China

Zhang

Min

2020

Bioethical Inquiry

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Facilitating awareness of philosophy of science, ethics and communication through manual skills training in undergraduate education

Abstract: Our study will be an incitement to further develop a manual skills teaching program that incorporates philosophy of science, ethics and communication in undergraduate education.

Cited by 12 publications

References 32 publications

Learning professional touch: an exploration of pre-registration Physiotherapy students’ experiences

Learning professional touch: an exploration of pre-registration Physiotherapy students’ experiences

The fundamental violence of physiotherapy: Emmanuel Levinas’s critique of ontology and its implications for physiotherapy theory and practice

The Ethical Dilemma of Truth-Telling in Healthcare in China

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