Understanding the Professional Socialization of Canadian Physical Therapy Students: A Qualitative Investigation

Abstract

Purpose: To understand the professional socialization of physical therapy (PT) students. Method: Forty-two students enrolled in our newly developed master's degree programme wrote three-page reflective journals on a critical learning incident after each of three selected clinical experiences. The journals were coded and analyzed, and major themes were identified and described. A separate cohort of 44 students participated in focus groups after the same three clinical experiences to check the trustworthiness of the results. Results: Following the first placement, the main themes coded were emotions, self-confidence, professionalism in the real world, communication, and learning by doing. After the intermediate placement, major themes were idealism versus realism, depth of communication with clients, and breadth of communication with family members and colleagues. Aspects of clinical learning were variable, and self-confidence remained an issue. After the final placement, most students were deeply engaged with their clients and self-confidence had developed to the point of self-efficacy. Tensions increased between the concept of ideal practice and the pragmatics of actual practice, and the concept of self as proté gé (rather than as object of the supervisor's evaluation) emerged. The themes were subsequently assembled in a booklet with representative quotations. Conclusion: These results contribute to foundational knowledge required by PT educators, including clinical instructors, by explicitly describing the professional socialization of PT students.Key Words: physical therapy students, professional socialization, qualitative investigation RÉ SUMÉObjectif : Comprendre la socialisation professionnelle des é tudiants en physiothé rapie. Me´thodologie : Quarante-deux é tudiants inscrits à notre nouveau programme de maîtrise ont é crit un journal de ré flexion de trois pages sur un incident d'apprentissage critique aprè s chacune de trois expé riences cliniques choisies. Les journaux ont é té codé s et analysé s et des thè mes principaux ont é té identifié s et dé crits. Afin de vé rifier la fiabilité des ré sultats, une cohorte distincte de 44 é tudiants a participé à des groupes de discussion aprè s les trois mê mes expé riences cliniques. Re´sultats : Aprè s le premier stage, les thè mes principaux portaient sur les é motions, confiance en soi, le professionnalisme dans le monde ré el, la communication et l'apprentissage par la pratique. Aprè s le stage intermé diaire, les thè mes principaux é taient l'idé alisme par rapport au ré alisme, la profondeur de la communication avec les clients et l'é tendue de la communication avec les membres de la famille et les collè gues. Les aspects de l'apprentissage clinique é taient variables et la confiance en soi demeurait un problè me. Aprè s le stage final, la plupart des é tudiants avaient dé veloppé un engagement profond avec leurs clients et leur confiance en soi s'est vue dé veloppé au point d'auto-efficacité . Des tensions ont augmenté entre le concept d'exerc...

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