Changes in Students' Motivation to Become Physiotherapists Before and After Early Clinical Observation Practicum during First Year of Physiotherapy School

This study aimed to assess changes in first-year students’ motivation to become physiotherapists before and after a clinical observation practicum at a three-year course of the physiotherapy school. Additionally, this study aims to identify the reasons for these changes and propose specific methods for ongoing educational support.

The participants were 60 first-year students from of the Department of Physio Therapy at the Japanese School of Technology for Social Medicine. The question, "What percentage do you currently feel motivated to become a physiotherapist? (0–100%)" was used to measure motivation. The participants’ motivation levels were analyzed using a t-test before and after a five-day clinical observation practicum conducted in early August. The reasons for their motivation scores were collected using a free-response section.

Before the practicum, the average motivation was 90.8±15.0% (mean±standard deviation, with a maximum of 100 and a minimum of 30). After the practicum, the average motivation dropped to 87.1±17.0% (maximum of 100, minimum of 20), showing a statistically significant decline (p=0.004). Among the participants, 10 (17%) reported increased motivation, 28 (47%) reported no change, and 22 (37%) reported decreased motivation. In the free-response section, students mentioned concerns such as, "I lost confidence in fulfilling my responsibilities as a physiotherapist," "I’m worried about the amount of study required," and "While I recognize the importance of physiotherapists, I’m anxious about whether I can succeed."

This study revealed that participating in a clinical observation practicum significantly decreased students’ motivation to become physiotherapists. Negative comments such as "I lost confidence" and "I feel anxious" were frequently observed in the free-response section. These results suggest that in-school education should focus on thorough preparation, enhance follow-up seminars and mental health support after the practicum, and review the content of the clinical observation practicum to make it more enjoyable and motivating for students. Additionally, it is important to share this content with the clinical practicum facilities.

To reduce student anxiety before and after early clinical practice in the first year, it is crucial to strengthen individual support and preparation as part of continuous educational support. Specifically, providing opportunities for students to interact with practicing physiotherapists and enhancing mental health support after practicum can help sustain their educational engagement.