|dc.identifier.citation||Glover, P. & Bulley, C. (2007) Factors facilitating physiotherapists to undertake taught master's education., Physiotherapy, vol. 93, , pp. S161,||
|dc.description.abstract||PURPOSE: To explore the personal perspectives of physiotherapists
regarding the factors that facilitated them to commence their taught
physiotherapy-related Master's Level Study (MLS). RELEVANCE:
There is a lack of contemporary research into the factors that
encourage physiotherapists to undertake formal post-qualifying study.
With rapidly increasing knowledge there is a requirement for
continuing professional development (CPD) to enable evidencebased
practice. Taught MLS provides guidance in this development.
Greater understanding of the factors assisting clinicians to undertake
MLS will enable more effective facilitation in clinical and educational
environments. PARTICIPANTS: A purposive sample of 9 volunteers
(8 female, 1 male, mean age: 36 7.29) was recruited. Participants
were: engaged in part-time taught MLS; registered with the
United Kingdom's professional regulatory body; working within
the National Health Service, and possessed a minimum of four
years clinical experience. METHODS: A qualitative, interpretative,
phenomenological study was undertaken with the assumption that
reality is individual and all viewpoints are valid. Following ethical
approval, individual, semi-structured interviews (mean time: 67
minutes) were conducted using an interview schedule. Questions
were derived from a literature review, two developmental interviews,
and two pilot interviews. ANALYSIS: Interviews were transcribed
verbatim and a summary was member-checked to ensure that
initial interpretations were appropriate. Data analysis was conducted
using the framework of interpretative phenomenological analysis.
This focuses on analysis and interpretation of the participants'
words in context to gain deeper understanding of their experiences.
Quotations that communicated similar meanings and ideas were
grouped to form themes. Where conceptual links were identified,
key themes emerged. Peer verification of this analysis was
conducted to increase rigour and involved reflexive discussions
with an experienced qualitative researcher. RESULTS: Four key
themes emerged that described the facilitating factors in different
environments: social, educational, clinical, and working. Within the
Social Environment, participants commented that a settled home
life and future domestic plans influenced their MLS commencement.
There were several facilitators associated with the Educational
Environment; some individuals expressed positive emotions towards
learning, while others were seeking the challenge of MLS. Also, the
content of the Master's programmes being clinically relevant and
accredited, and the flexibility of the modular structure were motivating
factors for some participants. Regarding the Clinical Environment;
some individuals indicated a desire to develop their skills within
their professional role, or for career progression. Finally, Working
Environment facilitation came from the provision of professional
support, the expectation for CPD, and interactions with colleagues
with experience of MLS. CONCLUSIONS: The experiences of this
group of post-qualifying students suggest that the factors facilitating
them to undertake MLS were varied and individualised. Their
facilitators could be practical, personal or professional in nature.
Further research into the facilitators to undertake various types of
post-qualifying education is required to generate a body of evidence
to help develop effective mechanisms for supporting clinicians in their formal CPD. IMPLICATIONS: Educational institutions may need
to consider promoting the professional and personal benefits of
undertaking their programmes to encourage clinician enrolment.
Whereas employers offering practical professional support may
also aid facilitation.||