Calo Marlena, Judd Belinda, Chipchase Lucy, Hannington Madeline, Hilbig Allison, Taylor Carolyn, Peiris Casey
La Trobe University, Melbourne, Victoria, Australia.
University of Sydney, Sydney, New South Wales, Australia.
Clin Teach. 2025 Oct;22(5):e70195. doi: 10.1111/tct.70195.
Grit, resilience and a growth mindset are traits that help health professional students respond positively and adapt to the challenges of the clinical learning environment. The aim of this study was to determine if a 5-week education-based intervention can enhance grit, resilience and a growth mindset in physiotherapy students on clinical placement.
In this single group intervention study, physiotherapy students participated in a 5-week group-based, online educational intervention for 1 h per week during their first clinical placement. Grit, resilience, mindset type and academic tenacity (a combined measure of these traits) were measured using validated tools pre- and post-intervention. Differences in scores were analysed using Wilcoxon signed-rank tests.
One hundred and forty-three students (62% female) completed the intervention, and 70 (64% female) completed measures at both baseline and follow-up. No changes in outcome measures were seen across the overall participant cohort post-intervention. However, students with a fixed or undecided mindset at baseline significantly improved mindset type (p = 0.043 and p = 0.035) and those with low academic tenacity at baseline had significantly higher levels following intervention (p = < 0.001).
Tailored interventions that target grit, resilience and a growth mindset hold promise for enhancing growth mindset, academic tenacity and possibly grit in students with low baseline levels of these traits. Further research is needed on how best to match interventions to students' baseline traits, ultimately fostering adaptable health professionals capable of excelling in complex, high-pressure clinical environments.
坚毅、适应力和成长型思维模式是有助于健康专业学生积极应对并适应临床学习环境挑战的特质。本研究的目的是确定为期5周的基于教育的干预措施是否能增强正在进行临床实习的物理治疗专业学生的坚毅、适应力和成长型思维模式。
在这项单组干预研究中，物理治疗专业学生在其首次临床实习期间，每周参加一次为期5周、每次1小时的在线小组教育干预。在干预前后使用经过验证的工具测量坚毅、适应力、思维模式类型和学术韧性（这些特质的综合指标）。使用Wilcoxon符号秩检验分析得分差异。
143名学生（62%为女性）完成了干预，70名（64%为女性）在基线和随访时均完成了测量。干预后，整个参与者队列的结果测量指标没有变化。然而，基线时具有固定或不确定思维模式的学生思维模式类型有显著改善（p = 0.043和p = 0.035），基线时学术韧性低的学生在干预后水平显著更高（p = < 0.001）。
针对坚毅、适应力和成长型思维模式的量身定制干预措施有望增强这些特质基线水平较低的学生的成长型思维模式、学术韧性，可能还有坚毅。需要进一步研究如何最好地使干预措施与学生的基线特质相匹配，最终培养出能够在复杂、高压临床环境中表现出色的适应性强的健康专业人员。
