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Comley-White N.1, Potterton J.1
1University of the Witwatersrand, Physiotherapy, Johannesburg, South Africa
Background: Partaking in a post-graduate study is no small undertaking and as yet there is a dearth of literature on what student's experiences are when obtaining their master's degree in physiotherapy. As a student and as a supervisor, we, the authors, have encountered a range of barriers and facilitators in postgraduate studies yet have been unable to compare these experiences to published literature and thus gain insight into the postgraduate journey.
Purpose: This lack of literature led us to investigate what are the perceived barriers and facilitators in completing a master's degree in physiotherapy.
Methods: Semi-structured, individual interviews were conducted with 10 physiotherapists who had completed a masters degree in physiotherapy from the University of the Witwatersrand. The participants were representative of course work and dissertation masters degrees completed within the stipulated time period as well as those who took longer to complete the degree. The topics covered a range of speciality areas. Ethical approval was obtained and all participants provided signed, informed consent. The interviews were transcribed, sent for member checking and analysed thematically.
Results: Within 10 interviews data saturation was reached. Two themes were identified: i) research environment and ii) support, both of which were seen as either a facilitator or a barrier, depending on the participant. The theme of research environment was broken down into subthemes of work place and data collection. Those who were in a work place that allowed them to structure their time for data collection and study leave found it to be a facilitator while those whose work place was not inclusive of post graduate studies experienced it as a barrier. The subtheme data collection was experienced as a barrier for those who struggled with subject recruitment and follow up. Conversely, the participants who were able to structure their data collection to occur quickly and easily found it to be a facilitator in obtaining a masters degree. The second theme, support, was also seen as either a barrier or a facilitator. This theme encapsulated the subthemes of supervisor support; workplace support; and a personal support network. Supervisor support came across as the strongest subtheme whereby prompt feedback, supervisor expertise and supportive, professional supervision were key facilitators. Conversely, those who had poor communication and input from their supervisors experienced it as a barrier.
Conclusion(s): Research environment and support are two major themes that can influence the experience of obtaining a masters degree in physiotherapy, either positively or negatively.
Implications: This study has demonstrated the importance of careful planning and having sufficient support across all domains when doing a masters degree in physiotherapy. This will potentially influence both supervisors and future students in their postgraduate journey.
Funding acknowledgements: No funding required.
Topic: Education
Ethics approval: Ethical clearance granted by the Human Research Ethics Committee (Medical) of the University of the Witwatersrand. Clearance certificate no. M160745.
All authors, affiliations and abstracts have been published as submitted.
