A transformative perspective on learning and professional development of Afghan physiotherapists

Abstract

The aim of this article is to explore factors that impacted learning of Afghan physiotherapists in a development project to improve the physiotherapy services in a disability programme implemented by a Swedish nongovernmental organisation in Afghanistan. Participant observation, recorded as field notes, was used to document the process, to gain a better understanding of professional development of physiotherapists in Afghanistan. Field notes were analysed and factors affecting learning were interpreted from a perspective inspired by transformative learning. Various factors were identified: a pattern approach to treatment, linear thinking, and socially oriented decision making affected how new things learned were put into practice; concrete representations and an instrumental view of knowledge characterised learning approaches; language barriers, different interpretations of meaning, and cultural codes challenged communication; and a prescriptive, encouraging approach of the expatriate physiotherapy development worker affected teaching and learning. Working with professional development across cultural borders is challenging, and the identified factors impacting learning can help expatriate physiotherapists in adapting training to the Afghan context. Exploring meaning perspectives and communicative learning could enhance understanding of these factors for both expatriate and Afghan physiotherapists and should be a focus in future development activities.

Acknowledgements

We thank the Afghan therapists, particularly the supervisors in RAD. We thank Zara Pennicook for the course in the manual therapy module, and those who contributed with feedback and insight into the process of this article. Finally, we thank the Swedish Committee for Afghanistan for enabling the project and study to be done.

Declaration of Interest: The authors report no conflict of interests. The authors alone are responsible for the content and writing of the article.