Lees Jessica, Risǿr Torsten, Sweet Linda, Bearman Margaret
School of Nursing and Midwifery, Faculty of Health, Deakin University, Geelong, Australia.
Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Geelong, Australia.
Med Educ. 2025 Jul;59(7):719-728. doi: 10.1111/medu.15599. Epub 2024 Dec 18.
There is a growing presence of digital technologies in clinical learning environments. However, there is little research into how such technologies shape embodied teaching and learning for health professional students. This study aims to explore current teaching practices in health disciplines to illuminate how digital technologies are used to facilitate the development of embodied knowledge during student learning of physical examination.
A qualitative interpretive approach was undertaken, sensitised by body pedagogics as a theoretical frame. In-depth interviews with 18 clinical educators across the disciplines of medicine, physiotherapy, midwifery and nursing were held. These interviews explored their current practices for teaching physical examination. The data was analysed using reflexive thematic analysis combined with a 'thinking with theory' approach, in which the theoretical framework of body pedagogics was central to guiding the reflexive and interpretative process.
We interpreted a framework of five approaches where digital technologies are used to develop bodily knowledge: for sensate knowing; for modelling; for rehearsing; for guiding practice and for providing feedback information.
Findings suggest that in current teaching practices, digital technology may be used to facilitate multiple essential elements of physical examination instruction. We conceptualised a framework that extends body pedagogics, where we recognise the multiple roles of digital technology for developing bodily knowledge in the context of physical examination.
数字技术在临床学习环境中的应用日益广泛。然而，对于这些技术如何塑造健康专业学生的实践教学和学习，研究却很少。本研究旨在探索健康学科当前的教学实践，以阐明在学生进行体格检查学习期间，数字技术是如何被用于促进实践知识的发展的。
采用定性解释方法，以身体教学法作为理论框架。对医学、物理治疗、助产和护理等学科的18名临床教育工作者进行了深入访谈。这些访谈探讨了他们目前进行体格检查教学的实践。使用反思性主题分析结合“理论思考”方法对数据进行分析，其中身体教学法的理论框架是指导反思和解释过程的核心。
我们解读出一个包含五种方法的框架，在这些方法中数字技术被用于发展身体知识：用于感官认知；用于建模；用于演练；用于指导实践以及用于提供反馈信息。
研究结果表明，在当前的教学实践中，数字技术可用于促进体格检查教学的多个关键要素。我们构建了一个扩展身体教学法的框架，在此框架中我们认识到数字技术在体格检查背景下发展身体知识的多种作用。
