Health professions education (HPE) is undergoing rapid transformation, yet the historical foundations of healthcare remain underexplored in most educational curricula. This paper presents a conceptual and instructional innovative model designed to integrate historical inquiry into HPE, with a focus on geriatric care and rehabilitation. Grounded in transformative learning theory, the model uses historical materials as disorienting dilemmas to challenge students’ assumptions about aging, healthcare, and professional identity. Implemented within a blended learning format, the framework includes asynchronous engagement with curated historical sources, collaborative in-class analysis, and individual reflection. The pilot, launched in the Master of Science in Physiotherapy, Specialty Sports physiotherapy at Bern University of Applied Sciences, is designed to be adaptable across healthcare disciplines, including medicine, nursing, occupational therapy, and public health. The model promotes critical reflection, empathy, and ethical awareness by exposing students to the socio-cultural evolution of elderly care. It highlights how societal narratives have shaped clinical priorities, funding structures, and professional roles, insights often missing from traditional HPE. By engaging with historical voices and contexts, learners develop a deeper understanding of the contingent nature of healthcare practices and the importance of socially responsive care. Scalable and adaptable, the framework aligns with global trends in competency-based education, digital integration, and lifelong learning. It provides a replicable approach for institutions aiming to enrich curricula with historical depth and foster transformative learning. Ultimately, this model equips future health professionals to navigate complex clinical environments with contextual awareness, ethical principles, and a historically informed outlook.
N et al. (2026) studied this question.