Does UK Entry-Level Physiotherapy Education Prepare Graduates for a Future in Pediatric Clinical Practice? A Mixed-Methods Study

Abstract

Aims

Identify the perceptions and experiences of how UK entry-level programs educationally prepared pediatric physiotherapists for their first clinical role. Review the extent programs taught essential, recommended, and additional content as per the International Organisation of Physical Therapists in Pediatrics (IOPTP).

Methods

Mixed methods design involving qualified UK pediatric physiotherapists. Forty-two physiotherapists completed an online questionnaire and nine (21%) completed a follow-up semi-structured interview.

Results

All 42 respondents felt they were “Not Well” (median 2, IQR 1.75–2.75) prepared for clinical practice. Not enough curricula emphasis was given to pediatric content (100%), with 31% (n = 13, CI 95% 19–46) reporting no pediatric content throughout their program. Only 15 (36%, 23–51) respondents experienced a pediatric placement. Themes from the follow-up interviews were (1) UK programs are adult focused; (2) placements are the only meaningful opportunity to develop competency; (3) programs lacked non-clinical content; and (4) experiencing pediatric patients was overwhelming due poor preparation. The majority of the IOPTP curriculum guidance is not embedded within UK curriculums.

Conclusions

Respondents reported they were not well prepared for pediatric clinical practice. Some entry-level programs did not include any pediatric teaching throughout the entirety of the course.

Keywords:

• Curriculum
• entry-level
• pediatric
• physiotherapy
• university

Ethical Approval Statement

The School of Health and Life Sciences at Teesside University approved the study in accordance with the Helsinki Declaration (ID15804).

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Data Availability Statement

Data available upon reasonable request to the authors.

Additional information

Notes on contributors

Paul Chesterton

Professor Paul Chesterton is a Professor of Learning and Teaching at Teesside University. As well as a qualified physiotherapist, he is a National Teaching Fellow, CATE award winner and Principal Fellow of Advance HE. Through his key areas of activity: Reflective Practice, Students as Partners and Employability, Paul strives to transform the pedagogical approach within his subject. His passion is to bridge the gap between education and practice through a research informed approach.

Jennifer Chesterton

Jen Chesterton is a Senior Lecturer in Physiotherapy. She has worked as a Highly Specialised Physiotherapist in the field of pediatrics, leadership and service development. She is also a Fellow of Advance HE. Jen’s specialist interest area is in the management of children with complex needs and neuromuscular disorders, whilst spending several years working in educational settings. She has a passion for integration, child-centred care, postural management of children and developing functional skills, particularly in Cerebral Palsy.