LEARNING TO CARE BY DOING: EMBODIMENT, TINKERING AND INCLUSIVE PEDAGOGICAL DESIGN IN MEDICAL EDUCATION

Vincenza Barra

Abstract


This paper addresses medical education through the paradigm of embodiment, interpreting care as an embodied educational practice. By integrating tinkering, corporeality and Universal Design for Learning, the article proposes an inclusive pedagogical design aimed at fostering integrated competences, reflexivity and professional agency. Tinkering-based learning environments are analysed as experiential educational devices capable of supporting situated learning processes and a form of medical education that is authentically person-centred.


Keywords


Medical pedagogy; Embodiment; Tinkering; Pedagogy of care; Inclusive pedagogical design.

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DOI: https://doi.org/10.32043/gsd.v9i4.1669

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