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Time as a Teacher: Using Historical Analysis to Shape Professional Identity in Health Professions Education.

Slavko Rogan1, Jill Voegelin1,2, Jan Taeymans1,2

  • 1School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Bern, Switzerland.

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|February 16, 2026
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Summary

This study introduces an innovative model integrating historical inquiry into health professions education (HPE). It uses historical materials to foster critical reflection and a deeper understanding of healthcare

Keywords:
Healthcare professionalseducationgeriatrics/educationhistory of medicine

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Area of Science:

  • Medical Education
  • History of Medicine
  • Geriatric Care Education

Background:

  • Health professions education (HPE) often overlooks historical foundations, particularly in geriatric care.
  • Traditional HPE lacks depth in exploring the socio-cultural evolution of elderly care and its impact on professional roles.
  • There's a need to integrate historical context into HPE to foster critical thinking and ethical awareness.

Purpose of the Study:

  • To present a conceptual and instructional model for integrating historical inquiry into HPE.
  • To utilize historical materials as 'disorienting dilemmas' to challenge students' assumptions about aging and healthcare.
  • To enhance critical reflection, empathy, and ethical awareness in future health professionals.

Main Methods:

  • A blended learning framework combining asynchronous engagement with historical sources and collaborative in-class analysis.
  • Application of transformative learning theory to guide the educational process.
  • Pilot implementation in a Master of Science in Physiotherapy program, adaptable to various healthcare disciplines.

Main Results:

  • The model effectively uses historical materials to challenge students' perspectives on aging and professional identity.
  • Exposure to the socio-cultural evolution of elderly care enhances critical reflection and ethical awareness.
  • Learners gain a deeper understanding of the contingent nature of healthcare practices and the importance of socially responsive care.

Conclusions:

  • Integrating historical inquiry into HPE provides essential contextual awareness and ethical grounding for future health professionals.
  • The model is scalable, adaptable, and aligns with global trends in competency-based and digitally integrated education.
  • This approach enriches curricula, fostering transformative learning and equipping professionals for complex clinical environments.