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A transformative perspective on learning and professional development of Afghan physiotherapists
Jenny Wickford1, Ian Edwards, Susanne Rosberg
1Institute of Neuroscience and Physiology, The Sahlgrenska Academy at University of Gothenburg, Box 430, SE-405 30 Göteborg, Sweden. jenny.wickford@neuro.gu.se
Physiotherapy Theory and Practice
|November 4, 2011
Summary
This study explored how Afghan physiotherapists learned within a development project. Cultural and communication factors significantly influenced their professional development and the adoption of new physiotherapy practices.
Area of Science:
- Rehabilitation Sciences
- International Health
- Adult Learning
Background:
- Physiotherapy services in Afghanistan require development.
- Non-governmental organizations play a role in improving healthcare in developing nations.
- Understanding learning dynamics in cross-cultural professional development is crucial.
Purpose of the Study:
- To explore factors impacting the learning of Afghan physiotherapists.
- To understand professional development within a disability program.
- To inform expatriate professionals on adapting training to the Afghan context.
Main Methods:
- Participant observation documented the professional development process.
- Field notes were analyzed to identify learning factors.
- Interpretations were guided by transformative learning theory.
Main Results:
- Treatment approaches (pattern, linear thinking, social decision-making) influenced practice adoption.
- Learning styles (concrete, instrumental knowledge view) were identified.
- Communication barriers (language, interpretation, cultural codes) and expatriate teaching style presented challenges.
Conclusions:
- Cross-cultural professional development is complex.
- Identified factors aid expatriate physiotherapists in contextualizing training.
- Focusing on meaning and communicative learning can enhance understanding for all involved.
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