Christine A Guptill

A Conceptual Model for Interprofessional Education: The International Classification of Functioning, Disability and Health (ICF)

A shared language and conceptual framework is essential to successful interprofessional collaboration. The World Health Organizations International Classification of Functioning, Disability and Health (ICF) provides a shared language and conceptual framework that transcends traditional disciplinary boundaries. This paper will familiarize readers with the ICF and describe the biopsychosocial perspective that is adopted in its conceptual framework and language. The presentation of a case study will illustrate how the ICF can enhance interprofessional learning by promoting a multidimensional perspective of an individuals health concerns. The case study will also highlight the value of the shared language and conceptual framework of the ICF for interprofessional collaboration. It is argued that a strong foundation in the principles exemplified by the ICF may serve to enhance interprofessional communication, and in so doing, encourage involvement in interprofessional collaboration and healthcare.

Motivation for continuing involvement in a leisure‐based choir: The lived experiences of university choir members

This study explored the lived experience of participating in a non‐competitive choir as a leisure activity. Semi‐structured in‐depth interviewing was used to collect data from nine university choir members. Analysis, informed by Giorgi (1985), revealed four major themes: that choir members had previous musical experience, experienced a sense of community and social bonding, desired personal and group accomplishment, and felt that being in a choir offered stress relief and improved mood. Some aspects of the experience of choir were unique to small groups or individual participants leading to the discrimination of 11 additional themes. The study suggests that choir participation is a personal experience with varying effects on individuals’ feelings and motivation to engage in choir.

Injured Professional Musicians and the Complex Relationship between Occupation and Health

This mixed format (research and discussion) article addresses the relationship between occupation and health. The conceptual discussion is deepened by including findings from a phenomenological study of the lived experience of professional musicians with playing-related injuries. Participants described decreased awareness of time and of their bodies when they were healthy, particularly when experiencing flow. Participants described flow as detrimental to their health, and used strategies to disrupt flow in order to continue in their chosen occupation. This choice can be seen as unhealthy, particularly in cases where the musician has been advised to decrease or stop playing for health reasons. However, occupational science theories favour individual choice in occupations. This apparent contradiction can be resolved if the definition of health is broad and includes justice and freedom to choose.

The lived experience of professional musicians with playing-related injuries: A phenomenological inquiry

The purpose of this study was to understand the lived experience of professional instrumental musicians who have experienced playing-related injuries. The study used a hermeneutic phenomenological methodology developed to examine this lived experience. In-depth interviews were conducted with 10 professional musicians, followed by a focus group where preliminary findings were presented to participants and their feedback was sought. Other sources of lived experience included participant-observation by the researcher, who is a musician and has experienced injuries, and biographic and artistic representations of musical performance and its loss, including literature, films, and television. The findings were summarized in a visual representation unique to this study. The representation illustrates three roles-musician, worker, and teacher-that are participated in, and disrupted by, the experience of being injured. In addition, the experience of a playing-related injury takes place within the context of a healthcare system which was perceived as insufficient to meet their needs: specialized care was rarely available and, if available, was not local or timely; treatment operated on a fee-for-service model when many musicians had meagre incomes and lacked coverage for these services; and treatment provided often failed to allow musicians to continue to perform at the level they had previously achieved. Finally, the representation illustrated four existentials-lived time, space, body and social relations-that permeated the experience. This study suggests that improvements to healthcare delivery and education of musicians, music teachers, and healthcare professionals are needed.

De beleving van werken als musicus met een blessure

SamenvattingDoel:Uit onderzoek en in de klinische praktijk blijkt dat musici risico lopen op blessures veroorzaakt door het spelen. Dit artikel verkent de bevindingen uit een kwalitatief onderzoek naar de beleving van professionele musici-instrumentalisten met blessures gerelateerd aan het bespelen van het instrument. In de medische literatuur inzake de podiumkunsten ontbrak deze kennis vooralsnog.Methodologie:Voor het onderzoek is gebruikgemaakt van een fenomenologische methodologie beïnvloed door Van Manen. Deze methodologie onderzoekt de beleving van beroepsmusici met aan het spelen gerelateerde blessures.Deelnemers en Methoden:Tien beroepsmusici in Ontario, Canada, zijn geïnterviewd over hun ervaringen als musicus met spelgerelateerde blessures. Met zes van deze mensen is een focusgroep gevormd. De voorlopige bevindingen uit de interviews zijn gepresenteerd aan deze focusgroep.Resultaten:Uit de bevindingen blijkt een noodzaak tot onderricht over risico en preventie van blessures. Dit onderricht zou gegeven kunnen worden door professionals in de gezondheidszorg en door muziekdocenten.Conclusies:De ‘tactvolle’ (Van Manen) levering van zorg voor deze belangrijke en kwetsbare populatie zou onderdeel moeten uitmaken van de praktijkbeoefening en de scholing van professionals in de gezondheidszorg.