Macdonald Helen, Nicholls David A
a School of African and Gender Studies, Anthropology and Linguistics , University of Cape Town , Cape Town , South Africa.
b School of Public Health and Psychosocial Studies, Faculty of Health & Environmental Sciences , AUT University , Auckland , New Zealand.
Physiother Theory Pract. 2017 Apr;33(4):303-315. doi: 10.1080/09593985.2017.1302027.
In recent decades, physiotherapists have become concerned with cultural, economic, philosophical, political, and social questions and have been exploring more flexible ways of speaking about and practicing physiotherapy. While recognizing the need to embrace a broader range of perspectives, physiotherapy educators and other medical educators have been at a loss as to how to best achieve this. Drawing on two examples from South Africa and New Zealand, we seek to illustrate possibilities and barriers to teaching social sciences to physiotherapy students, specifically theories of embodiment as an alternative to the biopsychosocial model. We review each educator's choice of embodiment theory in curriculum design and the role of the educator's disciplinary background on teaching, learning, and assessing that learning. Against this background, we explore physiotherapy students' experiences with theories of embodiment and possible transformative implications for their self-worth and/or professional practices. We suggest that students were able to explore physiotherapy's relation to the body and the profession's historical inattention toward the body as a philosophical/theoretical construct. From the lessons learned, some can perhaps be usefully passed onto others thinking of introducing a more diverse and inclusive approach of the body; one that we argue will be needed in the future.
近几十年来，物理治疗师开始关注文化、经济、哲学、政治和社会问题，并一直在探索更灵活的方式来谈论和实践物理治疗。虽然认识到需要接纳更广泛的观点，但物理治疗教育工作者和其他医学教育工作者却不知如何才能最好地做到这一点。借鉴南非和新西兰的两个例子，我们试图说明向物理治疗专业学生教授社会科学的可能性和障碍，特别是作为生物心理社会模型替代方案的体现理论。我们审视了每位教育工作者在课程设计中对体现理论的选择，以及教育工作者的学科背景在教学、学习和评估学习方面所起的作用。在此背景下，我们探讨物理治疗专业学生对体现理论的体验，以及对他们的自我价值和/或专业实践可能产生的变革性影响。我们认为，学生能够探索物理治疗与身体的关系，以及该专业在历史上对身体作为一种哲学/理论建构的忽视。从吸取的经验教训中，有些或许可以有益地传授给其他考虑引入更具多样性和包容性的身体观念的人；我们认为这在未来将是必要的。
