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Research article
John Anthony Hammond
Kingston University Faculty of Health Social Care and Education
Corresponding Author
ORCiD: https://orcid.org/0000-0001-5246-426X
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training.Methods
Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour.Results
17 students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment.Conclusions
While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.
Keywords
Physiotherapy, student, Black Asian and Minority Ethnic, qualitative, race
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 3
Posted 24 Sep, 2019
No community comments so far
Editorial decision: Accept
On 26 Sep, 2019
Editor assigned
On 10 Sep, 2019
Submission checks complete
On 09 Sep, 2019
Editor invited
On 09 Sep, 2019
No comments provided
Editorial decision: Minor revision
On 31 Aug, 2019
Review #1 received
Received 24 Aug, 2019
Reviewer #2 agreed
On 24 Aug, 2019
Review #2 received
Received 24 Aug, 2019
Reviewers invited
Invitations sent on 21 Aug, 2019
Reviewer #1 agreed
On 21 Aug, 2019
Editor assigned
On 20 Aug, 2019
Submission checks complete
On 19 Aug, 2019
Editor invited
On 19 Aug, 2019
No comments provided
Editorial decision: Major revision
On 22 Jul, 2019
Review #2 received
Received 21 Jul, 2019
Reviewer #2 agreed
On 06 Jul, 2019
Reviewer #1 agreed
On 02 Jul, 2019
Review #1 received
Received 02 Jul, 2019
Reviewers invited
Invitations sent on 01 Jul, 2019
Submission checks complete
On 21 Jun, 2019
Editor invited
On 21 Jun, 2019
Editor assigned
On 21 Jun, 2019
First submitted
On 19 Jun, 2019
Metrics
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PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
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A new preprint design is coming!
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See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
John Anthony Hammond
Kingston University Faculty of Health Social Care and Education
Corresponding Author
ORCiD: https://orcid.org/0000-0001-5246-426X
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 3
Posted 24 Sep, 2019
No community comments so far
Editorial decision: Accept
On 26 Sep, 2019
Editor assigned
On 10 Sep, 2019
Submission checks complete
On 09 Sep, 2019
Editor invited
On 09 Sep, 2019
No comments provided
Editorial decision: Minor revision
On 31 Aug, 2019
Review #1 received
Received 24 Aug, 2019
Reviewer #2 agreed
On 24 Aug, 2019
Review #2 received
Received 24 Aug, 2019
Reviewers invited
Invitations sent on 21 Aug, 2019
Reviewer #1 agreed
On 21 Aug, 2019
Editor assigned
On 20 Aug, 2019
Submission checks complete
On 19 Aug, 2019
Editor invited
On 19 Aug, 2019
No comments provided
Editorial decision: Major revision
On 22 Jul, 2019
Review #2 received
Received 21 Jul, 2019
Reviewer #2 agreed
On 06 Jul, 2019
Reviewer #1 agreed
On 02 Jul, 2019
Review #1 received
Received 02 Jul, 2019
Reviewers invited
Invitations sent on 01 Jul, 2019
Submission checks complete
On 21 Jun, 2019
Editor invited
On 21 Jun, 2019
Editor assigned
On 21 Jun, 2019
First submitted
On 19 Jun, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background
Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training.Methods
Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour.Results
17 students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment.Conclusions
While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.
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