Physical Therapist Students' Experiences of Microaggressions in Full-Time Clinical Education

Microaggressions (MA) are barriers to inclusion and equity in physical therapy education. Clinicians and educators have a shared responsibility to develop a diverse and inclusive physical therapy workforce and MA in physical therapy education make success and belonging more difficult for individuals with nondominant identities in our profession.

Student experiences of MA in academic and clinical settings are well published in other health professions, including medicine, nursing, social work, pharmacy, and psychology. Limited research to date, however, has detailed the MA experiences of physical therapy students in clinical education settings. The aim of this study was to identify and describe MA experienced by entry-level physical therapist students in full-time clinical education.

Fourteen entry-level physical therapy students or recent DPT graduates who self-identified as having experienced a MA while in a full-time physical therapy clinical experience in the United States.

Semi-structured interviews were conducted. Using an interpretive phenomenological approach, thematic analysis using constant-comparative methods allowed researchers to extrapolate themes and provide insight into the participants' experiences of MA during full-time clinical education.

MA occur in physical therapy clinical education settings. Participants detailed 32 MA experiences (10 participants described more than 1 experience). Five themes were identified in analysis: (1) MA experienced varied; (2) MA originate from several sources in a clinical environment; (3) processing the MA experience takes time and energy; (4) others' responses to MA are inconsistently effective; and (5) MA influenced physical therapist student well-being and learning.

This research aligns with previous findings in other health care professions education settings and the limited research into physical therapy clinical education settings that MA are harmful and disruptive to student learning and well-being. This research raises awareness of student experiences of MA in full-time physical therapist clinical education and exposes the need for education and training for academic educators, clinical educators, rehabilitation professionals, and students regarding how to prevent, recognize, and interrupt MA.