Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology
| dc.contributor.author | MacDonald, H | |
| dc.date.accessioned | 2018-10-30T09:53:03Z | |
| dc.date.available | 2018-10-30T09:53:03Z | |
| dc.date.issued | 2013 | |
| dc.date.updated | 2018-10-29T12:56:56Z | |
| dc.description.abstract | Since the 1980s physiotherapy has shifted concerns towards cultural, economic, philosophical, political and social questions, and more flexible ways of speaking about and practicing physiotherapy. In response to both global shifts and local demands, the Physiotherapy Division at the University of Cape Town (UCT) approached their Social Anthropology colleagues to teach a broader range of perspectives to their physiotherapy students. The objective of this research was to explore the changes experienced by UCT physiotherapy students exposed to a cross-disciplinary teaching environment, and discuss the possible role of the course in affecting their experience. A qualitative research design drew data from multiple sources and was analysed using an interpretive content analysis method. Using an anthropological model of transformation, the changes experienced by students were categorised into three sub-categories of ‘separation’, ‘transition’ and ‘incorporation’. Emotional and cognitive changes were attributable to the course material. By attending to their emotional discomfort, physiotherapy students not only successfully incorporated anthropological concepts to healthcare but also improved their professional identities and personal self-worth. | |
| dc.identifier.apacitation | MacDonald, H. (2013). Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology. <i>South African Journal of Physiotherapy</i>, http://hdl.handle.net/11427/28965 | en_ZA |
| dc.identifier.chicagocitation | MacDonald, H "Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology." <i>South African Journal of Physiotherapy</i> (2013) http://hdl.handle.net/11427/28965 | en_ZA |
| dc.identifier.citation | Macdonald, H. (2013). Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology. South African Journal of Physiotherapy, 69(2), 20-25. | |
| dc.identifier.ris | TY - AU - MacDonald, H AB - Since the 1980s physiotherapy has shifted concerns towards cultural, economic, philosophical, political and social questions, and more flexible ways of speaking about and practicing physiotherapy. In response to both global shifts and local demands, the Physiotherapy Division at the University of Cape Town (UCT) approached their Social Anthropology colleagues to teach a broader range of perspectives to their physiotherapy students. The objective of this research was to explore the changes experienced by UCT physiotherapy students exposed to a cross-disciplinary teaching environment, and discuss the possible role of the course in affecting their experience. A qualitative research design drew data from multiple sources and was analysed using an interpretive content analysis method. Using an anthropological model of transformation, the changes experienced by students were categorised into three sub-categories of ‘separation’, ‘transition’ and ‘incorporation’. Emotional and cognitive changes were attributable to the course material. By attending to their emotional discomfort, physiotherapy students not only successfully incorporated anthropological concepts to healthcare but also improved their professional identities and personal self-worth. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Physiotherapy LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology TI - Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology UR - http://hdl.handle.net/11427/28965 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/28965 | |
| dc.identifier.vancouvercitation | MacDonald H. Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology. South African Journal of Physiotherapy. 2013; http://hdl.handle.net/11427/28965. | en_ZA |
| dc.language.iso | eng | |
| dc.publisher.department | School of African and GenderStuds, Anth and Ling | en_ZA |
| dc.publisher.faculty | Faculty of Humanities | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.source | South African Journal of Physiotherapy | |
| dc.source.uri | https://sajp.co.za/index.php/sajp | |
| dc.subject.other | physiotherapy education | |
| dc.subject.other | cross disciplinary teaching | |
| dc.subject.other | medical anthropology | |
| dc.subject.other | emotional discomfort | |
| dc.subject.other | cognitive dissonance | |
| dc.title | Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology | |
| dc.type | Journal Article | |
| uct.type.filetype | Text | |
| uct.type.filetype | Image |