Integrating digital technologies into teaching embodied knowledge in the context of physical examination
Jessica Lees1,2, Torsten Risǿr3, Linda Sweet1,4
1School of Nursing and Midwifery, Faculty of Health, Deakin University, Geelong, Australia.
Medical Education
|December 19, 2024
Summary
Digital technologies enhance embodied learning in health professions education. This study identifies five key approaches where technology supports the development of physical examination skills for students.
Area of Science:
- Health Professions Education
- Medical Education Technology
- Embodied Learning
Background:
- Digital technologies are increasingly integrated into clinical learning environments.
- Limited research exists on how these technologies influence embodied teaching and learning for health students.
- Understanding technology's role in developing embodied knowledge for physical examination is crucial.
Purpose of the Study:
- To explore current health discipline teaching practices.
- To illuminate how digital technologies facilitate embodied knowledge development in physical examination learning.
- To extend the theoretical framework of body pedagogics.
Main Methods:
- Qualitative interpretive approach guided by body pedagogics.
- In-depth interviews with 18 clinical educators (medicine, physiotherapy, midwifery, nursing).
- Reflexive thematic analysis with a 'thinking with theory' approach.
Main Results:
- A framework of five approaches for using digital technologies to develop bodily knowledge was identified.
- These approaches include sensate knowing, modelling, rehearsing, guiding practice, and providing feedback.
- Digital technology supports multiple facets of physical examination instruction.
Conclusions:
- Digital technology can effectively facilitate essential elements of physical examination instruction.
- A conceptual framework extending body pedagogics recognizes technology's diverse roles.
- This framework enhances understanding of embodied knowledge development in health professions education.
