THE IMPACT OF THE COVID-19 PANDEMIC ON THE TRANSITION OF NEWLY QUALIFIED PHYSIOTHERAPISTS FROM UNIVERSITY TO EMPLOYMENT

G. Tan¹, C. Montgomery², O. Gustafson³, S. Rand¹, H. Shannon¹

¹University College London, Great Ormand Street Institute of Child Health, London, United Kingdom, ²Lewisham and Greenwich NHS Trust, Adult Physiotherapy, London, United Kingdom, ³Oxford University Hospitals NHS Foundation Trust, Oxford Allied Health Professions Research & Innovation Unit, Oxford, United Kingdom

Background: The COVID-19 pandemic significantly impacted the way university programmes delivered physiotherapy curricular in the United Kingdom (UK), during the 2019-20 and 2020-21 academic years. Teaching moved predominantly online, with fewer opportunities for practical work. Students had only limited opportunities to form in-person study groups, and much of their peer support network was disrupted. Clinical education was also challenging, with placements either cancelled or altered at short notice. As a result, physiotherapists entering the workforce during the pandemic were equipped with both theoretical and clinical skills that were gained via different means to those qualifying pre-pandemic.

Purpose: The aim of this study was to explore the experiences of newly qualified physiotherapists who made the transition from student into the workplace during the COVID-19 pandemic.

Methods: A qualitative study was undertaken, using semi-structured on-line interviews via Microsoft Teams. Physiotherapists were eligible for inclusion if they qualified from a UK university in 2020 or 2021 and were currently in employment as a physiotherapist in the UK. They were recruited via social media and the student forum of the UK physiotherapy professional body (Chartered Society of Physiotherapists, CSP). A topic guide was developed in collaboration with a research advisory group who included practice educators, newly qualified physiotherapists and university lecturers. A pilot interview further refined the interview process. Interviews were video recorded and transcribed verbatim. Thematic analysis was undertaken. Codes were identified using NVivo 2020 software. Results were grouped into subthemes and organised into a thematic map.

Results: Data collection took place from May to June 2022. Ten participants (5 males, 5 females) were recruited and interviewed. The median interview time was 47 (29 to 53) minutes. Participants had graduated in 2022 (n=6) or 2021 (n=4) from one of six UK based universities. Most worked in London (n=7) and were in rotational posts (n=7). Seven themes were identified from the interviews: placement experience, curriculum and teaching, bridging programmes, job applications, work culture, personal life and skill development. Participants reported positive experiences, both in terms of their taught curriculum and clinical skills acquisition. Some mentioned specific advantages of undertaking a placement during the pandemic, such as refining their communication skills when speaking through a facemask or leading a team that assisted with patient positioning. Challenges were also identified, such as social isolation and difficulties in maintaining motivation during online learning.

Conclusions: Newly qualified physiotherapists recognised that the COVID-19 pandemic had an impact their education and their subsequent transition into clinical practice. These included both positive experiences and challenges. Further research is required to explore this impact from a range of viewpoints, including practice educators and patients.

Implications: This study highlighted key areas that newly qualified physiotherapists found particularly pertinent during the pandemic. The importance of close communication and collaboration between universities and local hospitals would help to balance the expectations of both newly qualified physiotherapists and their new clinical teams as they embark on their chosen qualified careers.

Funding acknowledgements: This study was not funded

Keywords:
COVID-19
Transition
Physiotherapy

Topics:
COVID-19
Education: methods of teaching & learning
Education: clinical

Did this work require ethics approval? Yes

Institution: University College London (UCL)

Committee: UCL Ethics Committee

Ethics number: 22855/001