Learning through bodily experience: A possibility to enhance healthcare students’ ability to empathize?

Abstract

The purpose of this study was to explore whether learning through bodily experience in Movement Practice facilitated the development of empathy. A qualitative approach based on interviews with six women and three men between 22 and 26 years. The data were analysed with the aid of Steinar Kvale's “meaning condensation” and “meaning interpretation”. Three categories emerged: (i) from a tacit knowledge of empathy to the recognition of empathy; (ii) empathy – being touched and emotionally involved; (iii) empathic – and still open for new insight. These categories clarify the importance of students being in touch with their own feelings and being able to reflect on them. Learning through bodily experience takes into account the body as a subject and carrier of meaning. Bodily experience creates opportunities for the development of empathy after time has been given for reflection. For the student to acquire empathy, self-understanding is fundamental to his/her professional attitude. Only when the students are aware of their own feelings, can they deal with them. Most students seem to want to start reflecting upon their own emotions, but find it hard to recognize themselves as empathic professionals so early in their course. Empathy is described by the students as “intersubjective” and reflects understanding and awareness of the feelings and behaviour of another person and the ability to respond to the clients as unique human beings.

• Bodily awareness
• bodily experience
• empathy
• learning
• physiotherapy
• student