Kay M Hurst1. 1. Physiotherapy Programme, Department of Health Professions, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK. k.hurst@mmu.ac.uk
Abstract
OBJECTIVES: To explore the experiences of physiotherapists making the transition from practising physiotherapist to physiotherapy lecturer in higher education, and to understand these experiences in order to inform an explanation of ways of managing this transition. DESIGN: A qualitative, interpretive research design using semi-structured interviews. The interviews were transcribed, read and thematically analysed. PARTICIPANTS: Using purposive sampling, eight physiotherapy lecturers within their first 4 years of teaching in higher education at one North West university were interviewed. FINDINGS: Despite having previous successful clinical careers, participants initially struggled to make the transition, characterised by initial feelings of uncertainty and inadequacy. Participants took between 1.5 and 3 years to socialise into their new academic role, adopting a new professional identity as a physiotherapy academic. Informal learning and peer support were the most valued mechanisms of support, more so than a formally structured mentoring process. Challenges of dual professionalism and tensions emerged regarding the expected academic roles of a lecturer. Confidence in developing a pedagogy for higher education and contributing to established communities of practice were key indicators of successfully making the shift to becoming an academic. CONCLUSIONS: To meet the new physiotherapy lecturers' needs and build up confidence in higher education, more effective induction strategies are worthy of endeavour. More formal training designed to specifically address those aspects of transition particular to clinicians making the shift from clinical practice into academia is suggested. Copyright 2009 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.
OBJECTIVES: To explore the experiences of physiotherapists making the transition from practising physiotherapist to physiotherapy lecturer in higher education, and to understand these experiences in order to inform an explanation of ways of managing this transition. DESIGN: A qualitative, interpretive research design using semi-structured interviews. The interviews were transcribed, read and thematically analysed. PARTICIPANTS: Using purposive sampling, eight physiotherapy lecturers within their first 4 years of teaching in higher education at one North West university were interviewed. FINDINGS: Despite having previous successful clinical careers, participants initially struggled to make the transition, characterised by initial feelings of uncertainty and inadequacy. Participants took between 1.5 and 3 years to socialise into their new academic role, adopting a new professional identity as a physiotherapy academic. Informal learning and peer support were the most valued mechanisms of support, more so than a formally structured mentoring process. Challenges of dual professionalism and tensions emerged regarding the expected academic roles of a lecturer. Confidence in developing a pedagogy for higher education and contributing to established communities of practice were key indicators of successfully making the shift to becoming an academic. CONCLUSIONS: To meet the new physiotherapy lecturers' needs and build up confidence in higher education, more effective induction strategies are worthy of endeavour. More formal training designed to specifically address those aspects of transition particular to clinicians making the shift from clinical practice into academia is suggested. Copyright 2009 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.