Phenomenology of Practice: A Valuable Way to Gain Pathic Knowledge in Medical Education

Document Type : Letter to Editor

Authors

1 Assistant Professor, School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran

2 Associate Professor, Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran

3 Professor, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Abstract

Phenomenology of practice is a useful method for deeply understanding human phenomena and is fundamentally practical. Its ultimate goal is to nurture thoughtfulness and tact in the practice of professions. Pathic knowledge is a type of non-cognitive knowledge which is obtained through phenomenology of practice and can provide a lens for teachers and students to reflect on their teaching and learning experiences through their relationships, their situations, and their acts. From Van Manen’s point of view, what distinguishes practice from theory is not that practice exerts thought and concepts in the real world; rather, phenomenology of practice involves a different path of recognizing the world. It is very important in medical education due to the importance of communication and human interactions. In this letter, the author highlighted the importance of pathic knowledge in medical education as a part of professional knowledge.

Keywords


  1.  

    1. Tavakol M, Sandars J. Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I. Med Teach. 2014;36(9):746-56. doi: 10.3109/0142159X.2014.915298. 
    2. Grove SK, Burns N, Gray J. The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence: Elsevier. 7th Edition. Philadelphia: Saunders; 2012.
    3. Choupani M, Atefi F. Specialists' perception of the harmful consequences of child-abuse: A phenomenological J Qual Res Health Sci. 2021; 10(1): 1-10. doi: 10.22062/jqr.2021.91594.
    4. Pourtaleb N, Fathi Azar E, Adib Y. Investigation of Teachers' Lived Experiences of Student's Bullying Behavior: A Phenomenological Approach. J Qual Res Health Sci. 2020; 8(2):143-53
    5. Sabeghi H, Yazdani S, Foroutan SA, Hosseini SM, Afshar L. Value-rich exposures in medical education: phenomenology of practice according to the lived experiences of medical students in Iran. J Med Ethics Hist Med. 2021; 14:9. doi: 10.18502/jmehm.v14i9.6753.
    6. van Manen M. Researching lived experience: Human science for an action sensitive pedagogy. New York: Routledge; 2016.
    7. van Manen M. Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. New York: Routledge; 2014. doi: 10.4324/9781315422657.
    8. van Manen M. Phenomenology of Practice. Phenomenology & Practice. 2007; 1:11-30.
    9. Errasti‐Ibarrondo B, Jordán JA, Díez‐Del‐Corral MP, Arantzamendi M. van Manen's phenomenology of practice: How can it contribute to nursing? Nursing Inquiry. 2019; 26(1):e12259. doi: 10.1111/nin.12259.
    10. Hyde B. Pathic knowing, lived sensibility and phenomenological reflections on children’s spirituality. International Journal of Children's Spirituality. 2018; 23(4): 346-57. doi: 10.1080/1364436X.2018.1526168.
    11. Lyngstad I, Bjerke O, Lagestad P. ‘The teacher sees my absence, not my participation’. Pupils’ experiences of being seen by their teacher in physical education class. Sport Educ Soc. 2019; 24(2): 147-57. doi: 1080/13573322.2017.1343713.
Volume 11, Issue 1
April 2022
Pages 58-60
  • Receive Date: 18 October 2020
  • Revise Date: 25 April 2021
  • Accept Date: 27 April 2021
  • First Publish Date: 27 March 2022