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.
Purpose: A cross-sectional exploration of Notre Dame Australia physiotherapy students' attitudes toward psychiatry and mental illness, students' perceptions regarding preparation in this area for general clinical practice, and a cross-sectional investigation of current mental health—and psychiatry-related content in physiotherapy curricula across Australia and New Zealand. Methods: A questionnaire including demographic details, level of exposure to mental illness, and the Attitudes Toward Psychiatry–30 items (ATP-30) was completed by pre-clinical and clinically experienced physiotherapy students from the University of Notre Dame Australia. Students with clinical experience were asked additional questions about preparedness for practice. Staff of 10 of 17 physiotherapy programmes across Australia and New Zealand responded to an online questionnaire investigating relevant content and quantity of learning experiences in mental health. Results: Student response rate was 89%. Students generally had a positive attitude about psychiatry and mental health. Women were significantly more positive than men, and students who had completed clinical experience had a significantly more positive attitude. Physiotherapy program responses (response rate=59%) highlighted disparate approaches to psychiatry and mental health learning opportunities in terms of quantity and content. Conclusion: Entry-level physiotherapy students who have clinical experience generally have a more positive attitude toward psychiatry and people with mental illness. Given the prevalence of mental health problems and the increase in physical and mental health comorbidities, it is imperative that future clinicians have positive educational experiences in psychiatry. A coherent, integrated approach to mental illness and psychiatry is suggested for entry-level physiotherapy programmes in Australia and New Zealand.
Purpose: To describe a cross-sectional exploration of attitudes of physiotherapists in general practice in Western Australia toward psychiatry and mental illness, how often they treat people with mental illness, their perceptions of how well their undergraduate education prepared them to work with these people, and their opinions about what further education would enable them to provide best-practice care. Methods: A questionnaire that included questions about participants' demographic information, personal experiences with mental illness, the Attitudes to Psychiatry , and open-ended questions about participants' preparedness to work with people with mental illness was distributed through 110 email contacts to physiotherapy departments in Western Australia. Results: A total of 75 completed questionnaires contributed to the findings; 11 returned questionnaires were incomplete and were not included in the data analysis. ATP-30 scores indicated moderately positive attitudes toward psychiatry and mental illness. Women indicated significantly more positive attitudes than men. Of the full sample, 41% (n ¼ 31) reported treating someone with a comorbid mental health problem every day and 76% (n ¼ 57) reported treating someone every week. Conclusion: Physiotherapists in general practice in Western Australia have generally positive perceptions of psychiatry. The majority of clinicians reported treating patients with mental illness at least once a week. Participants indicated feeling underprepared to work with this patient group, a need for the undergraduate curriculum to be revised, and an overwhelming need for postgraduate training in psychiatry and mental health.Key Words: attitudes; mental health; psychiatry; survey. RÉ SUMÉObjectif : dé crire l'é tude transversale qui a é té mené e auprè s des physiothé rapeutes en pratique gé né rale de l'Australie-Occidentale afin d'explorer leur attitude à l'é gard de la psychiatrie et des maladies mentales, la fré quence à laquelle ils traitent des patients atteints de ces maladies, leur perception de la valeur de leur formation de premier cycle pour les pré parer à travailler auprè s de cette clientè le et leur avis sur les formations complé mentaires qui leur permettraient d'offrir les meilleurs soins. Mé thodes : un questionnaire a é té distribué par courrier é lectronique (110 adresses) aux dé partements de physiothé rapie de l'Australie-Occidentale. Ce questionnaire comprenait des questions sur les donné es dé mographiques des participants et leurs expé riences personnelles avec la maladie mentale, les 30 items de l'é chelle ATP-30 (« Attitudes Toward Psychiatry-30 items ») et des questions ouvertes sur leur é tat de pré paration pour travailler avec des patients souffrant de maladie mentale. Ré sultats : au total, 75 questionnaires complé té s ont é té utilisé s pour l'analyse des donné es ; 11 des questionnaires retourné s é taient incomplets et n'ont pas é té inclus. Les scores sur l'é chelle ATP-30 indiquaient des attitudes modé ré ment positives envers la psychia...
Purpose: Research has only recently started to consider the applicability of physical activity (PA) for people with schizophrenia. Although there is increasing evidence for the benefits of physical activity, this population remains generally physically inactive and sedentary. The aim of the current study is to highlight 10 pertinent physical activity research questions in people with schizophrenia.
Addressing these questions is critical for developing evidence-based approaches for promoting and sustaining an active lifestyle in BD. Ultimately, achieving this will reduce the burden of cardiovascular disease and improve the quality of life of this population.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.