A ballerina’s life is generally considered to be hard. She works long hours, for poor pay in a highly disciplined and hierarchical system in which her interests are seldom at the forefront. Pain, eating disorders and exhaustion are considered to be the ‘unavoidable risks’ of the profession. However, when asked, most ballerinas talk with a lot of pride and fulfilment about their profession; they feel empowered and privileged. To social scientists, this poses the question of how to understand the concept of agency in the world of ballet. This article aims to contribute to the discussion using contemporary materiality theories. Dualistic thinking prevails in the world of ballet; the mind is supposed to have total control over the body. The article examines this thinking in relation to daily ballet practice, in particular the ballerina’s use of pointe shoes. The findings shed an unexpected light on agency while illustrating the potential of materiality theories in this research area.
Previous studies show that medical students in clinical training face ethical problems that are not often discussed in the literature. In order to make teaching timely and relevant for them, it is important to understand what medical students perceive as ethical problems, as various factors may influence their perception, including cultural differences and working environment. The purpose of this qualitative study was to explore students' perceptions of what an ethical problem is, during their clinical training in the hospital, and compare the results from two different countries. We observed a total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools, in Indonesia and the Netherlands. Data were interpreted and analyzed using content analysis. We found that students in both settings encounter problems which are closer to their daily work and responsibilities as medical students and perceive these problems as ethical problems. Indonesian students perceived substandard care and inequity in healthcare as ethical problems, while Dutch students perceived that cases which are not matters of life and death are less worthy to discuss. Our study suggests that there might be a gap between ethical problems that are discussed in class with teachers, and problems that students actually encounter in practice. Teachers should be aware of the everyday situations in clinical training which may be perceived by students as ethically problematic and should acknowledge and discuss these ethical problems with students as part of the learning processes in ethics education.
Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students' emotions. The purpose of this qualitative study was to explore students' feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools. Data were interpreted and analyzed using content analysis. We categorized students' negative emotions based on their objects of reflection and came up with three categories: emotions concerning their own performance, emotions when witnessing unethical behaviors, and emotions related to barriers and limitations of their working environment. Our study suggests that addressing emotional responses in a culturally sensitive way is important to develop students' self-awareness. Teachers should be able to guide students to reflect on and be critical of their own thoughts and emotions, to understand their own moral values, especially when confronted with other individuals.
Background/IntroductionGuidelines recommend screening for atrial fibrillation (AF). Currently screening is not considered standard care among general practitioners (GPs).AimTo explore the experiences of primary care workers with different methods of screening for AF and with implementation in daily practice.Design & settingA qualitative study using semi-structured interviews with GPs, nurses and assistants, experienced with implementation of different methods of screening.MethodTwo independent researchers audio recorded and analysed interviews using a thematic approach. They asked participants about their experiences with the different methods used for screening AF and which obstacles they faced with implementing screening in daily practice.ResultsIn total 15 GPs, nurse practitioners and assistants from 7 different practices were interviewed. The GP’s office is suited for screening for AF, which ideally should be integrated with standard care. Participants considered pulse palpation, automated sphygmomanometer with AF detection and single-lead electrocardiography (ECG) as practical tests. Participants trusted pulse palpation over the algorithm of the devices. The follow-up of a positive test with a time-consuming 12-lead ECG hindered integration of screening. The single-lead ECG device reduces the need for immediate follow-up, because it can record a rhythm strip. The extra workload of screening and lack of financial coverage form obstacles for implementation.ConclusionsPulse palpation, automated blood pressure measure monitors with AF detection and single-lead ECGs might facilitate screening in a GP setting. When implementing screening, focus should lie on how to avoid disruption of consultation hours by unplanned 12-lead ECGs.
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