As four Masters of Physiotherapy students at the University of Lincoln, we recently completed a non-clinical research placement focused on the topic of resilience. Initially, we were apprehensive as it felt as if we were entering a world of uncertainty as the benefits and expectations were not obvious at first glance.  We experienced FOMO (fear of missing out) on clinical experience and developing clinical skills which is, undoubtedly, important to physiotherapy students whilst on training. At the beginning of our placement, it was difficult to understand the direct relevance and impact a non-clinical placement would have to fulfill our educational goals; “How can this help us?” we pondered.

Soon after, however, we discovered that this experience offered unique opportunities to develop crucial leadership skills, adapt to hybrid working, and gain insights into the broader scope of physiotherapy practice; far more important than we had first thought. Our journey highlights the often-overlooked value of non-clinical placements in shaping well-rounded healthcare leaders.

Leadership in Research: A Transferable Skill

The Chartered Society of Physiotherapy (CSP) emphasizes that leadership is not exclusive to senior positions but a skill all healthcare professionals should develop¹. Our placement provided numerous opportunities to cultivate leadership abilities, particularly through conducting stakeholder interviews and managing various aspects of a research project. One memorable experience was participating in a Health and Innovation course, culminating in pitching our ideas to experienced NHS leaders and directors:

Imagine being a student in a room filled with experienced professionals whilst you have not yet stepped foot into that world.

Now imagine yourself standing at the podium with your team about to pitch a carefully crafted idea to a group of NHS leaders and directors. How would you feel?

For us, it was an overwhelming yet incredible experience. While standing at the front looking at experienced professionals, our hearts were pounding, palms sweating and a room full of silence.

As we begin to pitch our ideas there were subtle exchanges of encouragement, extensive support, and a sense of teamwork portrayed throughout. Standing by the podium, pitching our ideas and seeing the panel nod was the moment we realised that we are not only physiotherapy students, but emerging healthcare professionals filled with resilience.

This challenge pushed us out of our comfort zones, allowing us to find strengths within which we were unaware of, enhancing our ability to make informed decisions under pressure and adapt to rapidly changing circumstances. We learned the importance of collective leadership, where team success is prioritized over individual recognition² – a realisation that team success is the ultimate goal. These experiences significantly boosted our confidence in presenting to high-level audiences and communicating ideas persuasively.

Resilience: The Core of Professional Growth

Resilience emerged as a central theme throughout our placement. The supportive environment created by our educators fostered an inclusive culture where our opinions were valued. This setting was crucial in helping us overcome initial fears and transform challenges into learning opportunities. Our lack of confidence was carefully built upon layer after layer as the placement progressed and our input was met with enthusiasm and professional criticality that made us think, reflect and develop further to ensure thorough and insightful learning experiences.

Our experience aligns with research showing that resilience is intrinsically linked to successful placements in healthcare education³. By sharing our journey, we hope to inspire other physiotherapy students to approach research placements with a resilient mindset, recognizing their potential for personal and professional growth.

Interprofessional Collaboration: A Crucial Component

Working alongside a multidisciplinary team of clinicians without being in a clinical role taught us invaluable lessons about interprofessional collaboration and networking. Even though the notion was daunting for a first-year student, this experience aligns with existing research emphasising the importance of interprofessional education in developing effective communication skills and understanding diverse professional perspectives⁶.

Conclusion: Redefining the Value of Non-Clinical Placements

Our research placement has broadened our understanding of physiotherapy practice beyond clinical settings. It honed our leadership abilities, strengthened our research skills, and enhanced our resilience as we progress through our training. While non-clinical placements might initially seem less critical, our experience affirms that they are essential in developing well-rounded, adaptable physiotherapists capable of leading in various healthcare contexts. This experience has also given us the opportunity to explore different facets of education that, at first, seemed intimidating but has provided a foundation to build confidence and personal resilience for future practice.

As the healthcare landscape continues to evolve, the skills gained through research placements – critical thinking, adaptability, and a broader perspective on healthcare systems – will be increasingly valuable. We encourage physiotherapy educators and students to recognise the significant role that non-clinical placements can play in shaping future healthcare leaders.

References

1. Chartered Society of Physiotherapy. Learning Development Programme [online]. 2024. [Accessed 25 July 2024]. Available from: https://www.csp.org.uk/professional-clinical/leadership/leadership-development-programme
2. National Health Service. Shared Governance: Collective Leadership Programme. [online]. 2022. [Accessed 22 July 2024]. Available from: https://www.england.nhs.uk/nursingmidwifery/shared-governance-and-collective-leadership/#:~:text=%E2%80%9CCollective%20leadership%20is%20about%20everyone,conversations%20where%20decisions%20are%20made.%E2%80%9D
3. Brewer, M.L., Kessel, G.V., Sanderson, B., Naumann, F., Lane, M., Reubenson, A and Carter, A. Resilience in higher education students: A scoping review. Higher Education Research & Development [online]. 2019; 38 (6) [Accessed 21 July 2024]. Available from: https://www.tandfonline.com/doi/full/10.1080/07294360.2019.1626810
4. Baker, L.A. and Spencely, C. Is hybrid teaching delivering equivalent learning for students in higher education? Journal of Further and Higher Education. [online]. 2023; 45 (5) [Accessed 22 July 2024]. Available from: https://www.tandfonline.com/doi/full/10.1080/0309877X.2023.2183357
5. Gagnon, K., Young, B., Bachman, T., Longbottom, T., Severin, R. and Walker, M.J. Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a ‘New Normal’. Physical Therapy and Rehabilitation Journal. [online]. 2020; 100 (8) [Accessed 21 July 2024]. Available from: https://academic.oup.com/ptj/article/100/8/1268/5838740
6. Guraya, S.Y and Barr, H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung journal of medical sciences. [online]. 2018; 34 (3) [Accessed 16 July 2024]. Available from: https://onlinelibrary.wiley.com/doi/pdf/10.1016/j.kjms.2017.12.009

Authors

Aneri Shah

Aneri is currently a student at the University of Lincoln, where she is pursuing an MSc in Physiotherapy. Previously, she worked as a physiotherapy assistant in a musculoskeletal (MSK) post-operative physiotherapy clinic, which inspired her to become a physiotherapist.

Jian Kim

Jian is a MSc Physiotherapy (pre-registration) student at the University of Lincoln. She previously graduated with an MS in Sports Medicine from CHA University in Republic of Korea.

Jonah Shepherd

Jonah is a masters physiotherapy student at the University of Lincoln. He previously worked as a rehabilitation assistant in a community stroke team, and looks forward to progressing his career and seeing what other opportunities there are in physiotherapy. In his free time he likes to play football and also enjoys watching TV/Films.

Melissa Kirk

Melissa is a first year masters in physiotherapy student. Her undergraduate degree is English and Education studies and she has worked for 14 years in different health care and education settings.

Declaration of interests

We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: none.