The Impact of COVID-19 on the Transition of Newly Qualified Physiotherapists from University to Employment: A Qualitative Study

The COVID-19 pandemic significantly impacted university physiotherapy curriculum delivery in the United Kingdom (UK) from 2019 to 2021. Teaching predominantly moved online, with fewer opportunities for practical work. Clinical placements often needed to be re-organised and students’ peer support networks were disrupted. Physiotherapists entering the workforce during the pandemic were equipped with theoretical and clinical skills gained via different means to those qualifying pre-pandemic. This study aimed to explore the experiences of newly qualified physiotherapists who transitioned from student into the workplace during the COVID-19 pandemic. A qualitative study was undertaken, using semi-structured on-line interviews via Microsoft Teams. Participants were physiotherapists who graduated from a UK university in 2020 or 2021. They were recruited via social media and professional interest groups, with snowball sampling encouraged. A topic guide was developed in collaboration with a research advisory group. Interviews were video recorded and transcribed verbatim. Coding and thematic analysis was undertaken using NVivo 2020 software. Ten participants (5 men, 5 women) were recruited and interviewed between May and June 2022. Seven themes were identified: Curriculum and Teaching, Placement Experience, Bridging Programmes, Job Applications, Experience, Work Culture, Personal Life. Physiotherapists reflected on both the positive experiences of transitioning into the workplace during the COVID-19 pandemic, as well as challenges. The COVID-19 pandemic altered both physiotherapy education and placement opportunities. Some changes had a positive impact on newly qualified physiotherapists. These included flexible, self-directed learning and non-traditional placement and working opportunities. Challenges, such as attaining relevant clinical hours and loss of hands-on practical time, had potential implications on physiotherapists’ confidence to practice autonomously, placing additional responsibility on practice educators. The study is limited by potential selection bias, due to the recruitment method. Further research could compare the challenges experienced with those pre-pandemic; identifying and understanding similarities and differences. Also exploring this topic from other viewpoints, including university tutors, practice educators and patients.