A phenomenological investigation of the first two decades of university-based physiotherapy education in Nigeria

Abstract

Background: Although the history of the physiotherapy profession in Nigeria is well documented, the evolutionary path of physiotherapy education has not been systematically studied. This qualitative study examined the positive aspects and pitfalls of the first two decades of university-based physiotherapy education in Nigeria. Methods: Seven purposively selected alumni from the three pioneering physiotherapy education programs in Nigeria completed a semi-structured interview. Data were analyzed using a selective approach to uncover the thematic aspects of the alumni experience. The results were organized into seven themes. Results: Participants in the study reported several positive recurring themes, such as student activism; interdisciplinary education curriculum; strong basic medical sciences content; availability of up-to-date journals; unique clinical experience in community settings; and oversight of examination by external assessors. Equally, the participants overwhelmingly reported the following disconcerting issues: physiotherapy content of the baccalaureate curriculum was limited in scope; lack of basic infrastructures, such as classroom/laboratory space and residential accommodation; inequities and disparities in the allocation of university-wide resources; lack of a bona fide academic department; lecturers lacking postgraduate credentials; and perceived negative program image. Conclusion: Study participants enunciated more challenges and negative experiences than strengths and positive experiences. The challenges took decades to address.

Keywords

• professionalism
• professionalization milestones
• physiotherapy education
• program evaluation
• qualitative study