This study evaluated the use of illness narratives in teaching a masters course in neurological physiotherapy. Thirteen students participated in a book club where they read and discussed illness narratives. The students completed questionnaires about their experience and 3 volunteered for interviews. Most students found the narratives useful for gaining insight into patients' perspectives. They appreciated recommendations from peers but some felt there was too little time for reading. The interviews identified themes around seeing other perspectives, clinical relevance, and emotional responses to the narratives. The study concluded illness narratives can help therapists understand patients but require careful presentation and direction to be most useful for students.

1. Masters Physiotherapy Students' Attitudes To The Use Of ‘Illness Narratives’
During A Neurological Physiotherapy Module
Methods
The evaluation of student attitudes
comprised
(a) a survey by post-module
questionnaire, and
(b) semi-structured interviews with
volunteers from the group.
Questionnaire responses were collated
and analysed.
Interviews records were audio-taped and
transcribed, and transcripts analysed
using thematic analysis (Braun & Clark
2006).
Survey Results
11/13 students returned questionnaires.
Positive responses:
Majority found Book Club useful (9/11).
Majority found that well-written portraits of
individuals with neurological illness (e.g. by
Sacks) were more useful than the books written
by the individuals themselves (e.g. by Reeve,
Fox) (7/11).
Majority appreciated recommendations by
peers in class discussions.
Improvements suggested included provision of
videos instead of books, and more specific
signposting to particular passages.
Negative comments (2/11 students):
‘Not [the] type of literature I enjoy’
Discussions ‘shouldn’t be in time scheduled for
lessons’.
Positive comments included:
Books highlighted ‘how [neurological illness]
touches anyone close to the patient, in
significant ways, not usually taught in research
articles’;
‘It gave me insight [into] patient’s perspective’..
Dr Andrew King, B.A., D.Phil., M.C.S.P.
Coventry University, UK
Acknowledgements
Ethics Approval for this pedagogical research was granted
by CU HLS Research Ethics Committee, March 2014.
Presented at the WCPT Congress 2015, Singapore’
References
Braun, V., & Clark, V. (2006) Using Thematic Analysis in
Psychology Qual. Res. Psych 3 (2): 77-101
Charon ,R.(2001) Narrative Medicine: A Model for Empathy,
Reflection, Profession, and Trust JAMA 286 (15): 1897-1902
Participants
13 students studying Neurological
Physiotherapy as part of a Physiotherapy
Masters course.
Each week, as part of teaching and learning
on the module, students chose from a library
of books brought in to seminars by the module
leader (the ‘Book Club’).
Students reported back on their reading to
each other during seminars, usually in small
groups.
At the end of the module students were invited
to discuss the use of the published ‘illness
narratives’.
Introduction
‘Illness narratives’ are a means by which
health care workers can explore the
perspectives of people who experience illness
or disability.
Clinicians engage with clients in holistic
assessment and negotiation of rehabilitation
goals - tasks which require ‘narrative
competence’, the ability to narrate and
interpret the client’s story (Charon 2001).
Interview Results
Major themes (and sub-themes)
Seeing things from other’s perspective:
client and carers’ perspectives;
how the wider social circle is affected.
Clinical relevance:
prompting different approaches;
recognition of a tendency to ignore client
emotions.
Time [constraints]:
not reading, or not finishing, books.
Difference:
different from academic course reading;
easier to read than academic articles.
Emotional responses:
Surprise that this was part of academic module
(but also ‘refreshing’);
Enjoyment;
Fear at not having anything to say in
discussion sessions.
Suggested improvements:
use of video, more signposting to particular
extracts.
Discussion
Students responded differently to the Book
Club according to their stage of development:
- most students immediately saw the relevance;
- a few valued clinical effectiveness research only.
Students remembered significant episodes
from their reading.
Students found the reading easier than
academic articles.
Most students had big demands on their time.
Student suggestions to save time included
use of video clips, and signposting to smaller
sections of books.
Conclusions
‘Illness narratives’ are a way to facilitate
therapists’ understanding of client
perspectives and the emotional struggles not
often visible outside the home.
Masters students are willing to engage with
this kind of literature, but care is needed in
presenting it, and in directing their reading
usefully.
Purpose
The purpose of this study was to evaluate use
of published ‘illness narratives’ in learning and
teaching on a Masters module in neurological
physiotherapy.
It aimed to survey the participation of Masters
physiotherapy students and to explore their
attitudes about the use of such 'illness
narratives'.
Contact details
Dr Andrew King, Coventry University, UK
a.king@coventry.ac.uk
Semi-structured Interviews
3 students volunteered to participate in semi-
structured interviews after the end of the
module.
Interviews took 20-30 minutes.
Questions related to:
• reactions to the ‘illness narratives’;
• what was useful/ not useful;
• memorable episodes;
• suggestions for improvements.