Vestergaard Stense Kromann, Risor Torsten
Section of Education, Steno Diabetes Center Copenhagen, Borgmester Ib Juuls Vej 83, Herlev, Copenhagen, 2730, Denmark.
Section of General Practice, Department of Public Health, University of Copenhagen, København, Denmark.
Adv Health Sci Educ Theory Pract. 2025 Feb;30(1):103-124. doi: 10.1007/s10459-024-10332-4. Epub 2024 Apr 29.
Learning in medical education encompasses a broad spectrum of learning theories, and an embodiment perspective has recently begun to emerge in continuing professional development (CPD) for health professionals. However, empirical research into the experience of embodiment in learning in CPD is sparse, particularly in the practice of general medicine. In this study, we aimed to explore general practitioners' (GPs') learning experiences during CPD from an embodiment perspective, studying the appearance of elements of embodiment-the body, actions, emotions, cognition, and interactions with the surroundings and others-to build an explanatory structure of embodiment in learning. We drew on the concepts of embodied affectivity and mutual incorporation to frame our understanding of embodiment. Four Danish and three Canadian GPs were interviewed to gain insight into specific learning experiences; the interviews and the analysis were inspired by micro-phenomenology, augmented with a complex adaptive systems approach. We constructed an explanatory structure of learning with two entrance points (disharmony and mundanity), an eight-component learning phase, and an ending phase with two exit points (harmony and continuing imbalance). All components of the learning phase-community, pride, validation, rehearsal, do-ability, mind-space, ambiance, and preparing for the future-shared features of embodied affectivity and mutual incorporation and interacted in multi-directional and non-linear ways. We discuss integrating the embodiment perspective into existing learning theories and argue that CPD for GPs would benefit from doing so.
医学教育中的学习涵盖了广泛的学习理论，并且一种具身视角最近已开始在卫生专业人员的继续职业发展（CPD）中显现出来。然而，关于继续职业发展中学习的具身体验的实证研究却很匮乏，尤其是在普通医学实践中。在本研究中，我们旨在从具身视角探索全科医生在继续职业发展期间的学习体验，研究具身元素——身体、行动、情感、认知以及与周围环境和他人的互动——的呈现，以构建学习中具身的解释性结构。我们借鉴了具身情感和相互融合的概念来构建我们对具身的理解。我们对四位丹麦全科医生和三位加拿大全科医生进行了访谈，以深入了解具体的学习体验；访谈和分析受到微观现象学的启发，并辅以复杂适应系统方法。我们构建了一个具有两个切入点（不和谐和世俗性）、一个由八个部分组成的学习阶段以及一个带有两个出口点（和谐和持续失衡）的结束阶段的学习解释性结构。学习阶段的所有组成部分——社区、自豪感、认可、排练、可行性、思维空间、氛围以及为未来做准备——都具有具身情感和相互融合的共同特征，并以多方向和非线性的方式相互作用。我们讨论了将具身视角整合到现有学习理论中，并认为全科医生的继续职业发展将因此受益。
