This study aimed to examine how pediatric physiotherapists' professionalism is perceived and maintained in educational settings, from the perspectives of school-based physiotherapists and their role partners.
In this qualitative study, 15 in-depth interviews were conducted with school-based physiotherapists. Participants were selected for maximum variation based on years of experience, workplace settings, and personal background. Additionally, 10 role partners were interviewed, including four educational personnel and six physicians who refer children for physiotherapy (three pediatric orthopedists and three pediatric neurologists). Most interviews were conducted via Zoom. All interviews were recorded, transcribed, and underwent thematic analysis. Trustworthiness was ensured through constant comparison, peer debriefing, transparency, reflexivity, and audit.
Participants reported challenges in maintaining and developing professionalism within school settings, citing factors such as lack of institutional infrastructure, and conflicting role expectations. These challenges highlight the complexities of sustaining professionalism in non-medical environments. Three interconnected themes were developed from the data collected, collectively illustrating the components of professionalism among school-based physiotherapists.
The first theme, "Professional Self-Perception and Development", focuses on how physiotherapists perceive their personal growth, self-reflection, and commitment to upholding high standards in practice. The second theme, "Relationships and Role Collaborations", underscores the critical role of interactions with students, parents, teachers, and other role partners in impacting professional conduct. The third theme, "Contextualizing Professionalism within School, Profession, and Society", explores the broader effect of the school environment, professional context, and societal expectations on physiotherapists' sense of professionalism and their responsibilities.
Significant challenges in upholding and advancing professionalism were found among school-based physiotherapists largely due to insufficient resources and inadequate institutional support. Unlike the medical field, which typically supports and fosters professionalism, the educational setting lacks the structures needed to enhance the development of physiotherapists' professionalism. Therefore, it is essential for health professionals in such environments to have clear guidelines regarding professionalism and ethics.
Professionalism is an internal value system shaped by the field of practice, yet in non-medical environments, supportive structures are often lacking. Educational institutions and workplaces should actively promote the development of professionalism by providing opportunities for its implementation. Encouraging self-reflection, mentorship, implementation of high professional standards, ethical behavior, and ongoing professional development are key areas that workplaces can foster to enhance professionalism.
School-Based Pysiotherapy
Perception
