Physiotherapy Programme, Department of Health Professions, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK.
Physiotherapy. 2010 Sep;96(3):240-7. doi: 10.1016/j.physio.2009.11.009. Epub 2010 Jan 15.
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.
A qualitative, interpretive research design using semi-structured interviews. The interviews were transcribed, read and thematically analysed.
Using purposive sampling, eight physiotherapy lecturers within their first 4 years of teaching in higher education at one North West university were interviewed.
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.
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.
探索从执业物理治疗师过渡到高等教育中物理治疗讲师的物理治疗师的经验，并了解这些经验，以便解释管理这种过渡的方法。
采用定性、解释性研究设计，使用半结构化访谈。对访谈进行了转录、阅读和主题分析。
通过目的性抽样，在一所西北大学从事高等教育教学工作的 8 名物理治疗讲师在教学的头 4 年内接受了采访。
尽管之前有成功的临床职业生涯，但参与者最初在过渡时感到困难重重，其特点是最初感到不确定和不称职。参与者需要 1.5 到 3 年的时间才能融入新的学术角色，将自己的新专业身份定位为物理治疗学术人员。非正式学习和同行支持是最有价值的支持机制，比正式的导师制更有价值。双重职业的挑战和讲师预期学术角色的紧张关系出现了。对发展高等教育教学法和为既定实践社区做出贡献的信心是成功过渡到学术角色的关键指标。
为了满足新的物理治疗讲师的需求并增强他们对高等教育的信心，值得努力制定更有效的入职策略。建议设计更正式的培训，专门针对从临床实践过渡到学术界的临床医生的过渡方面。
