Using Mental Health First Aid Training to Improve the Mental Health Literacy of Physiotherapy Students.

Purpose: Mental Health First Aid (MHFA) training has been proven to improve the literacy of trainees and reduce the stigma they may have toward individuals with mental health problems in the general population. Our research was designed to determine whether MHFA training had an impact on physiotherapy students' attitudes toward psychiatry and mental illness, their confidence to engage with people with mental health problems, and their preparedness for practice. Method: Final-year students from one university who had finished MHFA training completed a questionnaire that included the Attitudes Toward Psychiatry-30 and questions about their perceived confidence in working with people with mental illness and preparedness for practice. Their responses were compared with those from a previous cohort of students at the same point in their university education who had not completed MHFA training. Results: The students who had completed MHFA training (response rate 83%) had a more positive attitude toward psychiatry and mental illness than those who had not (p < 0.001). Their confidence in treating people with mental health problems also increased, and to a statistically significant extent (p < 0.001). Conclusions: MHFA training appeared to improve students' attitudes toward psychiatry and mental health, increase their confidence in treating people with mental health problems, and better prepare them for practice.

Objectif : il est démontré que la formation sur les premiers soins en santé mentale (PSSM) améliore la littératie des apprenants et réduit les préjugés qu'ils peuvent entretenir envers les membres de la population qui ont des troubles de santé mentale. Les chercheurs voulaient déterminer si une formation sur les PSSM avait des répercussions sur l'attitude des étudiants en physiothérapie envers la psychiatrie et la maladie mentale, sur leur confiance à interagir avec des personnes ayant des troubles de santé mentale et sur leur préparation à la pratique. Méthodologie : les étudiants de dernière année d'une université, qui avaient terminé une formation sur les PSSM, ont rempli un questionnaire qui incluait les attitudes envers la psychiatrie-30 et des questions sur leur confiance perçue à travailler avec des personnes ayant une maladie mentale et sur leur préparation à la pratique. Les chercheurs ont comparé les réponses à celles d'une cohorte antérieure d'étudiants lorsqu'ils en étaient au même point dans leurs études universitaires et qui n'avaient pas suivi la formation sur les PSSM. Résultats : les étudiants qui avaient suivi la formation sur les PSSM (taux de réponse de 83 %) avaient une attitude plus positive envers la psychiatrie et la maladie mentale que ceux qui ne l'avaient pas suivie (p < 0,001). Ils se sentaient également plus confiants à traiter les personnes ayant des troubles de santé mentale, et ce, de manière statistiquement significative (p < 0,001). Conclusion : la formation sur les PSSM semblait améliorer les attitudes des étudiants envers la psychiatrie et la santé mentale, accroître leur confiance à traiter les patients ayant des troubles de santé mentale et mieux les préparer à la pratique.

Student motivation to learn: is self-belief the key to transition and first year performance in an undergraduate health professions program?

BACKGROUND: Student motivation to learn has been undervalued to date though has been identified as an area influencing student success and retention at university. The transition into university has been highlighted as a key period affecting student outcomes as well as well-being. Early identification of those students at risk may assist the transition for many students moving into higher education. Previous research has identified the Motivation and Engagement Scale - University/College (MES-UC) as a valid instrument for measuring motivation to learn in physiotherapy students. The aim of this study was to determine the relationship between a student's motivation to learn on entry into an undergraduate physiotherapy program and their performance through first year. The relationship of admissions scores, to motivation to learn on entry, were also considered, to determine any link between these measures. METHODS: An observational longitudinal study was conducted on one cohort of undergraduate physiotherapy students commencing their studies in 2015 with a response rate of 67%. Correlations were performed between admission variables and Year 1 MES-UC scoring; and between Year 1 MES-UC scoring and subsequent academic performance across first year, taking into consideration gender and age. RESULTS: Self-belief was identified as the key dimension of motivation influencing student success in the transition into university. Results identified the link between self-belief scores on entry and academic performance in first year, including grade point average and performance in six of nine courses. Courses where there was no significant relationship were identified as curriculum areas where students may be less motivated. There was a relationship between the admissions interview and MES-UC scoring, demonstrating a link between non-cognitive selection measures and student motivation to learn on entry into the program. CONCLUSION: Motivation to learn and specifically self-belief with learning, may be influential in the transition into higher education. Undertaking measures of academic motivation may be useful to determine student engagement with curriculum, through identifying any link between student self-belief and performance in specific courses. Changes to curriculum based on student motivation as well as targeting early those students with reduced self-belief may improve student success, psychosocial wellbeing and retention.

Exploring the job satisfaction and career progression of musculoskeletal physiotherapists working in private practice in Western Australia.

BACKGROUND: Despite increasing workforce numbers, new graduate physiotherapists are reporting short career intentions due to low job satisfaction. Job satisfaction improves retention among allied health professionals, however we have limited understanding of its influence specific to physiotherapists. OBJECTIVES: The aim of this study was to explore factors contributing to the job satisfaction of musculoskeletal physiotherapists working in private practice across different career stages (new graduates, graduates, postgraduates, and owners) in Western Australia. DESIGN: Mixed-methods design with an anonymous self-administered survey capturing job satisfaction and employment characteristics of Western Australian physiotherapists working in private practice. Factors including peer support and mentoring, career progression and professional development were explored. METHOD: Physiotherapists were recruited through snowball sampling, with 60 practices approached to participate. Survey results were analysed using linear regression models and basic thematic analysis. RESULTS: Two-hundred and five surveys were completed by physiotherapists across 52 practices. The mean job satisfaction score was 41.9 out of 50, and increased job satisfaction was associated with practice ownership, salary satisfaction, established career pathways, and access to mentoring and professional development. CONCLUSIONS: Practice owners were significantly more satisfied with their job compared to new graduate, graduate and postgraduate physiotherapists. Findings illustrated the changing needs for support across different career stages, the importance of accessible senior clinicians, and the limited recognition for the efforts made by physiotherapists to pursue ongoing education.

Identifying the factors that affect the job satisfaction of early career Notre Dame graduate physiotherapists.

Objective Previous studies have highlighted the short career intentions and high attrition rates of physiotherapists from the profession. The aim of the present study was to examine the job satisfaction and attrition rates of early career physiotherapists graduating from one Western Australian university. Methods A self-administered online survey was conducted of 157 Notre Dame physiotherapy graduates (2006-2012), incorporating a job satisfaction rating scale. Results Results showed that lowered job satisfaction was related to working in the cardiorespiratory area of physiotherapy and working in multiple jobs since graduation. The majority of graduates did not predict a long-term career in physiotherapy, highlighting a lack of career progression and limited scope of practice as influential factors. Conclusions Job satisfaction in early career physiotherapists varies across different clinical areas of practice related to several factors, including challenge and flexibility. New roles in the profession, including extended scope roles, may impact on the future job satisfaction of physiotherapists. Further studies are needed to explore the effect of these roles on workforce trends, including attrition rates. What is known about the topic? Physiotherapists predict careers of 10 years or less on entry into the profession. No previous studies have explored the individual factors influencing job satisfaction in early career physiotherapists across different clinical settings. What does this paper add? This study highlights specific factors influencing the job satisfaction of early career physiotherapists, including clinical area of practice. Physiotherapists working in the cardiorespiratory area were less satisfied, as were physiotherapists undertaking multiple positions since graduation. What are the implications for practitioners? This study informs employers and workforce planners on the factors affecting job satisfaction in early career physiotherapists. In addition, knowledge of issues affecting job satisfaction in the early career stage may assist educational institutions in their preparation of graduates for the future health workforce.

Employment patterns of Notre Dame graduate physiotherapists 2006-12: targeting areas of workforce need.

Objectives The Australian physiotherapy workforce is changing both in demographics and service needs. Physiotherapy curriculum and clinical education focus is ideally based on up-to-date knowledge of this changing workforce. The aim of the present study was to determine the employment patterns of physiotherapy graduates from The University of Notre Dame Australia (Notre Dame). Methods An online survey was conducted of Notre Dame physiotherapy graduates (2006-12) with a 50% response rate (n=157). Results Survey results established the employment location, employment status, healthcare sector, area of practice, salary and employment history of Notre Dame graduates. The results highlighted links between curriculum, clinical placements and workforce areas, with the spread of workforce directly linked to focuses in the undergraduate curriculum. Conclusion The present study highlights the effect of directing undergraduate curriculum and clinical placement experiences towards areas of workforce need. The findings identify the importance of producing graduates equipped to meet the changing service needs of the healthcare industry. What is known about the topic? No previous studies have been conducted on the employment patterns of Notre Dame physiotherapy graduates and specifically the impact of targeting curriculum and clinical placements towards areas of workforce need. What does this paper add? Through a self-administered survey design, the present study demonstrated that Notre Dame physiotherapy graduates have increased uptake in areas targeted within the curriculum, specifically geriatrics, paediatrics and rural health. Although graduates were more attracted to the rural health setting, they were not retained. What are the implications for practitioners? The present study informs educational institutions and workforce planners on the importance of linking curriculum, clinical placements and workforce to develop a sustainable workforce adaptable to clinical settings and areas.

Identifying the influence of gender on motivation and engagement levels in student physiotherapists.

BACKGROUND: There is an increasing focus in higher education on the role of learner characteristics and their influence on academic performance. Educators are interested in how students engage with learning activities as they progress through the curriculum. A previous study highlighted gender effects in academic performance in student physiotherapists, despite comparable entry scores. AIMS: The aim of this study was to determine variation in student motivation and engagement, across the four year levels of the physiotherapy program at The University of Notre Dame Australia while considering gender and age. METHODS: A cross-sectional design was adopted surveying 233 students utilising the Motivation and Engagement Scale - University/College (MES-UC), to review motivational thoughts and behaviours influencing learning. RESULTS: RESULTS identified gender effects with males having on average significantly lower scores for planning, task management and persistence; and higher scores for disengagement from their studies. Females displayed higher average scores for anxiety particularly in their first year and final clinical year. RESULTS were consistent with gender effects noted in academic performance throughout the program for previous student cohorts. CONCLUSIONS: The application of the MES-UC early in course would highlight to educators the areas where intervention can be targeted. Early individualized intervention is recommended to address learner characteristics influencing performance.

Admission interview scores are associated with clinical performance in an undergraduate physiotherapy course: an observational study.

OBJECTIVE: The purpose of this study was to determine if there is an association between admission interview score and subsequent academic and clinical performance, in a four-year undergraduate physiotherapy course. DESIGN: Retrospective observational study. PARTICIPANTS: 141 physiotherapy students enrolled in two entry year groups. OUTCOME MEASURES: Individual student performance in all course units, practical examinations, clinical placements as well as year level and overall Grade Point Average. Predictor variables included admission interview scores, admission academic scores and demographic data (gender, age and entry level). RESULTS: Interview score demonstrated a significant association with performance in three of six clinical placements through the course. This association was stronger than for any other admission criterion although effect sizes were small to moderate. Further, it was the only admission score to have a significant association with overall Clinical Grade Point Average for the two year groups analysed (r=0.322). By contrast, academic scores on entry showed significant associations with all year level Grade Point Averages except Year 4, the clinical year. CONCLUSIONS: This is the first study to review the predictive validity of an admission interview for entry into a physiotherapy course in Australia. The results show that performance in this admission interview is associated with overall performance in clinical placements through the course, while academic admission scoring is not. These findings suggest that there is a role for both academic and non-academic selection processes for entry into physiotherapy.

Season of birth distribution of elite tennis players.

In many competitive sports, the use of a cut-off date for junior competition has been associated with a skewed birth date distribution in junior and senior players. The International Tennis Federation uses a junior competition year that commences on 1 January. The purpose of the current investigation was to describe the birth date distribution of 448 elite senior tennis players and 476 elite junior tennis players. There was a significant season of birth bias among elite senior players (P < 0.001), with 58.9% being born in the first 6 months of the year. There was also a significant season of birth bias among elite junior players (P < 0.001), with 59.5% being born in the first 6 months of the year. This pattern was observed in both male and female players as well as in players from different regions. The results provide evidence that it is the cut-off date for the junior competition year that is responsible for the skewed birth date distribution in tennis rather than regional or climatic factors.