Negotiating the Normal Birth : Norms and Emotions in Midwifery Education

Gleisner, Jenny

doi:10.3384/diss.diva-100671

Cited by 5 publications

(11 citation statements)

References 78 publications

(78 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Looking into teaching situations also draws out the collective aspects of medical students learning a profession (Gleisner, 2013) and learning the 'proper' emotional response (Fineman, 2005;Hochschild, 1979) in the examining situations. As we watched students learning the prostate and pelvic exams, we heard them expressing affect in very different ways and observed very specific types of subjects being performed.…”

Section: Discussionmentioning

confidence: 99%

“…The concept also brings attention to how various pedagogical approaches consciously address how to handle one's emotions in training situations, how to recognize and care for the feelings that particular patient encounters produce in a care provider's body -or what they are expected to produce -and also how to display or hide them. This involves both acknowledging that one has been affected (in the way discussed by Sargeant, 2014;Yakeley et al, 2014) but also acknowledging the professional requirements of emotional control and learning the 'proper' feeling for the job (Gleisner, 2013;Gleisner and Siwe, 2020;Fineman, 2005;Hochschild, 1979) and learning how to be a 'doctor' (Becker et al, 2004(Becker et al, [1961; Lindberg, 2009). Thus, we see affect and care as 'tightly bound' (Giraud and Hollin, 2016: 30) and intertwined with how patient subjectivities are produced in medical care practices.…”

Section: Affective Subjects and Medicinementioning

confidence: 99%

See 1 more Smart Citation

Caring for affective subjects produced in intimate healthcare examinations

Gleisner

Johnson

2021

Health (London)

Self Cite

View full text Add to dashboard Cite

This article is about the feelings – affect – induced by the digital rectal exam of the prostate and the gynaecological bimanual pelvic exam, and the care doctors are or are not instructed to give. The exams are both invasive, intimate exams located at a part of the body often charged with norms and emotions related to gender and sexuality. By using the concept affective subject, we analyse how these examinations are taught to medical students, bringing attention to how bodies and affect are cared for as patients are observed and touched. Our findings show both the role care practices play in generating and handling affect in the students’ learning and the importance of the affect that the exam is (or is not) imagined to produce in the patient. Ours is a material-discursive analysis that includes the material affordances of the patient and doctor bodies in the affective work spaces observed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Affective Subjects and Medicinementioning

confidence: 99%

Caring for affective subjects produced in intimate healthcare examinations

Gleisner

Johnson

2021

Health (London)

Self Cite

View full text Add to dashboard Cite

show abstract

“…This medical education programme uses the teaching method of problem‐based learning , 22 and the students in this study were continuously involved in group‐based activities, sharing experiences as part of their joint learning. Discussing how different scenarios could, and should, be handled in a professional way, emphasising not only, for example, diagnosis and treatment but also how to encounter patients ‘in a proper way’ is part of the learning goals 23 . Hence, the students were used to reflect upon their experiences of being medical students as well as to openly share and discuss how they react emotionally in different situations and how they believe these feelings need to be managed to become a ‘good doctor.’…”

Section: Methodsmentioning

confidence: 99%

Differences in teaching female and male intimate examinations: A qualitative study

Gleisner

Siwe

2020

Medical Education

Self Cite

View full text Add to dashboard Cite

Context: Teaching intimate examinations to medical students has been recognised as difficult because of the anxious feelings that the students may experience. For their professional development, previously incorporated understandings need to be relearned: how to transgress boundaries that regulate intimacy and physical closeness, learning to examine and touch other peoples' bodies, and talking about things that are otherwise taboo.Objectives: This paper compares how students learn to perform two intimate examinations: (i) the digital rectal examination (DRE) of the prostate, and (ii) the bimanual pelvic examination (PE) and analyses how norms and expectations affect how students learn to approach them. Methods:This study is based on ethnographic work: in-depth qualitative interviews with two urologists and nine medical students in semesters four, eight and 11 of a medical education programme in Sweden, observations of three learning sessions where 16 students performed the PE on professional patients, and 2 days of observations at a urology outpatient clinic. Results:The educational approach to the PE and DRE differ. The PE is taught as sensitive and to be handled with care, using a well-documented learning concept including interpersonal and technical skills. The patient's exposed position in the gynaecological chair, possible previous negative experiences of PE or sexual exploitation are taken into account. In contrast, there is no educational concept for teaching the DRE. The students perform their first DRE on a clinical patient. The DRE is also handled with care, but with less sensitivity. The patients' possible previous negative experiences are not discussed and are thus made invisible. Conclusions:Well-established routines in performing the PE help doctors and students to be attentive to patients' emotions and previous experiences, and remind them to perceive the examination as sensitive. Aligning the teaching of the DRE with that of the PE will improve how the male prostate patient is approached.

show abstract

“…Indeed, the very nature of ethnography means that there is not much control over the research process (Gleisner 2013). Doing ethnography means being open to the unexpected during research.…”

Section: Participant Observation As a Methodsmentioning

confidence: 99%