Students as epistemological agents: claiming life experience as real knowledge in health professional education

Osborne, Emma; Anderson, Vivienne; Robson, Bridget

doi:10.1007/s10734-020-00571-w

Cited by 9 publications

(8 citation statements)

References 45 publications

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“…Despite being highly experienced and regarded by their peers as academic leaders, these colleagues still feel that they are learning about teaching. This personal view also appears to translate into their view of their students as dynamic and changing, and resonates with the perspective offered by Guyotte et al (2019, 1): 'as dynamic subjects, students are perpetually in motion, in transition, and in relation, which shifts our analysis from the fixity of being, to dynamic narratives of becoming in higher education', as well as the perspective offered by Osborne et al (2020) of students as epistemological agents who need to be encouraged to use their 'life knowledge' alongside their academic knowledge. This is in contrast to the whole 'excellence' discourse that is seen to commodify academic practice as part of the neoliberal hegemonic agenda by focussing on static quantitative expressions of creative and dynamic educational processes as part of a simplistic governance by numbers (e.g.…”

Section: Discussionsupporting

confidence: 80%

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Kinchin

Derham

Foreman

et al. 2021

PED

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This paper offers a perspective on ‘care’ as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A ‘triple point’ is hypothesised, at which the three lines would be found to co-exist, without border or barriers.

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Section: Discussionsupporting

confidence: 80%

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Kinchin

Derham

Foreman

et al. 2021

PED

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“…Many students have had health and life experiences that intersect with the curriculum 2‐7 . Students’ diverse life experiences are a strength in health professions that aim to serve the population as a whole 3,8 .…”

Section: Discussionmentioning

confidence: 99%

“…Together, all three authors discussed the transferability and application of the themes to practical teaching situations. For a fuller explanation of our methodology, please refer to our earlier work 2 …”

Section: Methodsmentioning

confidence: 99%

“…Although learning about personally significant topics can be engaging or empowering, many students find that topics they have first‐hand experience of are taught in a way that can be ‘othering’ 1 . Learning about personally relevant aspects of the curriculum can be alienating when lived knowledge is not the norm or is marginalised in the health and education systems 2 . Yet such teaching is common in health professional education.…”

Section: Introductionmentioning

confidence: 99%

“…This paper draws on EO's doctoral research, supervised by BR and VA, exploring students’ experience of life‐study overlap in health professional education. Feedback on our earlier work 2 indicated that teaching staff wanted practical strategies for recognising and responding constructively to students’ lived experience. In response, we developed the specific research question for this paper:

What teaching approaches do students with first‐hand experience of aspects of the curriculum find inclusive or alienating?…”

Section: Introductionmentioning

confidence: 99%

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When personal experience overlaps with study

Osborne

Robson

Anderson

2021

The Clinical Teacher

Self Cite

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Background Health professional education programmes increasingly seek to train a generation of clinicians who reflect the population they serve. However, teaching approaches in health professional education have not always kept pace with this drive, and some educators tend to assume a lack of overlap between students’ life experience and aspects of the curriculum. Method In‐depth interviews were conducted with 22 health professional students and graduates, who self‐identified as having experienced a significant overlap between their personal life and their course of study. These interviews were analysed thematically to explore the role of teaching practices that created either alienating or inclusive learning environments. Results Participants identified areas where clinical teachers could modify their teaching approach and assumptions about the student cohort to be more inclusive of students whose life experience overlapped with the curriculum. They wanted educators to treat any teaching topic as if it could be personal for some students, which may include teaching inequities carefully, acknowledging family members’ perspectives, moderating discussions, and avoiding stereotyping patients. Participants also wanted educators to practice shared decision‐making about alternative arrangements or time off. Discussion Clinical educators have a key role in shaping an inclusive health sciences programme. Their assumptions, attitudes and teaching strategies can either strengthen or undermine the development of a diverse health workforce.

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Experiences of genetic counseling students with disabilities and chronic illnesses: A qualitative study

Epstein

Fuerstman²,

Heidlebaugh

et al. 2023

Journal of Genetic Counseling

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While many patients with disabilities or chronic illnesses are served by genetic counselors, little effort has been made to promote the inclusion of individuals with disabilities and chronic illnesses as professionals in the genetic counseling field. Genetic counselors with disabilities and chronic illnesses have reported insufficient support from their colleagues throughout all stages of their professional journeys, but there is a lack of research exploring these challenges. To gain an understanding of the experiences of this community during graduate training, we conducted semi‐structured interviews with 13 recent graduates of genetic counseling programs who identify as having a disability or chronic illness. Questions explored various aspects of the graduate school experience including challenges, strengths, relationships, disclosure, and accommodations. Qualitative thematic analysis of interview transcripts resulted in six themes: (1) decisions around disclosure are complex, (2) interactions with others contribute to feeling misunderstood, (3) the high‐performance culture in graduate programs makes it challenging to meet personal needs, (4) interpersonal relationships provide support, (5) the accommodation process is often disappointing, and (6) lived experiences are valuable to patients. This study reveals opportunities to better support genetic counseling students with disabilities and chronic illnesses through strengthening inclusion efforts, shifting away from ableist ideologies, and promoting more flexible training options.

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Students as epistemological agents: claiming life experience as real knowledge in health professional education

Cited by 9 publications

References 45 publications

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

When personal experience overlaps with study

Experiences of genetic counseling students with disabilities and chronic illnesses: A qualitative study

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