Costruire professionalità nella complessità: Un’analisi riflessiva sul tutorato nelle professioni sanitarie

Aldana Paola Ercolano; Sabrina Galvan; Natascia Bobbo

doi:10.60923/issn.1970-2221/23778

Authors

Aldana Paola Ercolano University of Padua https://orcid.org/0009-0007-3388-397X

Aldana Paola Ercolano is physiotherapist specialising in the rehabilitation of patients with high care complexity, including adult and paediatric palliative care (Master’s degree, University of Bologna). Graduated with honours in Rehabilitation Sciences (University of Padua). Co-author of the Core Curriculum for Physiotherapists in Palliative Care. Promotes integrated clinical–research approaches for frail and vulnerable patients.
Sabrina Galvan University of Padua

Sabrina Galvan is physiotherapist and Programme Coordinator for the Bachelor’s Degree in Physiotherapy, University of Padua (UNIPD). Clinical Education Tutor (healthcare organisation-based). Physiotherapist with expertise in orthopaedic and musculoskeletal trauma rehabilitation. Master’s degree in Healthcare Professions Management and Coordination.
Natascia Bobbo University of Padua https://orcid.org/0000-0001-9351-1624

Natascia Bobbo is Associate Professor of General and Social Pedagogy (University of Padua, UNIPD). Teaches Clinical Pedagogy in the degree programmes for the Health Professions. Research interests include medical education, compassion fatigue, and therapeutic education.

DOI:

https://doi.org/10.60923/issn.1970-2221/23778

Keywords:

clinical tutoring, health professions education, emphatic communication, reflective writing, transformative learning

Abstract

This paper explores the pedagogical value of clinical tutoring in undergraduate Health Professions programmes, focusing on ethics, empathic communication and the management of relational dynamics. A constructivist qualitative design was used to analyse two reflective reports written by students engaged in a university tutoring pathway during clinical placement, examining how tutoring shapes learning and professional growth. Reflexive Thematic Analysis identified three interconnected macro-themes: empathic communication as a lever for a safe, supportive learning climate; the management of error and role uncertainty as opportunities for instructional recalibration and identity development; and relational support as a space of educational care and transformative learning. Findings indicate the need to strengthen tutor preparation through training in difficult communication, inclusive and adaptive teaching strategies, and structured tools for reflective writing and narrative supervision. Although based on a limited corpus, the study offers insights for designing tutoring pathways that integrate technical, emotional and ethical dimensions of clinical learning.

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Building professionalism in complexity: A reflective analysis of tutoring in the health professions

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