Returning history to the educational formation of health professionals in Australia.
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| Title: | Returning history to the educational formation of health professionals in Australia. |
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| Authors: | Peseta, Tai1 (AUTHOR), Fortune, Tracy2 (AUTHOR) t.fortune@latrobe.edu.au, Jones, Adrian3 (AUTHOR), Barradell, Sarah4 (AUTHOR), Kennedy-Jones, Mary2 (AUTHOR) mkennedyjones@swin.edu.au |
| Source: | Teaching in Higher Education. Jan2018, Vol. 23 Issue 1, p17-29. 13p. |
| Subject Terms: | *College curriculum, *Occupational therapy, *Learning, *Adults, *Professional education, *Continuing education, Medical care, Physical therapy |
| Geographic Terms: | Australia |
| Abstract: | History has practically vanished from allied health professional education. We ask, what kind of problem does a ‘history of the professions’ pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions – occupational therapy and physiotherapy – and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight. [ABSTRACT FROM PUBLISHER] |
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| Database: | Education Research Complete |
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| Abstract: | History has practically vanished from allied health professional education. We ask, what kind of problem does a ‘history of the professions’ pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions – occupational therapy and physiotherapy – and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 13562517 |
| DOI: | 10.1080/13562517.2017.1340267 |
