Master's level study: learning transitions towards clinical expertise in physiotherapy.

Area of Science:

• Physiotherapy education
• Clinical expertise development
• Adult learning theory

Background:

• UK Master's level physiotherapy courses accredited by the Manipulation Association of Chartered Physiotherapists (MACP) are linked to enhanced clinical practice.
• The specific learning processes enabling this enhancement remain unclear.
• Understanding these processes can improve program design and educational impact for practitioners.

Purpose of the Study:

• To elucidate the learning transition experienced by physiotherapists undertaking an MACP-approved Master of Science (MSc) program.

Main Methods:

• A naturalistic inquiry employing a single theory-seeking case study design.
• Dimensional analysis was utilized to construct a substantive theory of the learning transition.
• Twenty-six semi-structured interviews were conducted with 11 alumni of an MACP-approved MSc program.

Main Results:

• The learning transition involved moving from uncritical, therapist-centred practice knowledge to a critical understanding enabling patient-centred practice and self-directed learning.
• Critical evaluation of practice knowledge, particularly via clinical mentorship, was the primary facilitator of this development towards clinical expertise.
• The learning transition was individualized, influenced by various moderating factors, and supported by strong mentorship.

Conclusions:

• This study presents the first theoretical explanation for how physiotherapists gain clinical expertise through MACP-approved MSc programs.
• The developed explanatory theory can inform the design of educational programs aimed at fostering practitioner expertise.
• A novel model of learning transition is proposed, potentially applicable across diverse educational contexts.