A Phenomenological Pilot Study of the Experiences of Full-Time Physical Therapy Faculty and Clinical Practice

Research in nursing, occupational therapy and dental hygiene indicates that clinical practice engagement enhances academic faculty's credibility with students and skill retention. However, common barriers include limited time, institutional constraints and unclear policies. Despite ongoing clinical involvement among physical therapy faculty, little is known about how these activities influence teaching performance and workload management. This study examined the experiences of full-time faculty members with clinical practice, focusing on the perceived benefits, barriers and institutional factors that affect their ability to sustain patient care while fulfilling academic duties.

This phenomenological pilot study examined the lived experiences of seven full-time physical therapy faculty at a public land-grant institution. Data were collected through semistructured interviews and analysed using Colaizzi's method with thematic coding. Research questions addressed experiences, perceived benefits and barriers and the influence of personal and institutional factors on clinical engagement.

Four themes emerged: the experiences of engaging in physical therapist clinical practice, the perceived benefits of clinical practice, the perceived barriers to clinical practice and the impact of participant characteristics on experience.

Clinical practice was viewed as essential for maintaining competence and enhancing teaching. Faculty valued it as a professional motivator, but institutional barriers often limited participation. Formalising clinical practice through policies, workload models and curricular integration may help sustain dual academic and clinical roles. These findings suggest that supporting faculty in maintaining clinical engagement benefits educators and students in physical therapy education.