Motivation and engagement of physiotherapists as lifelong learners through the use of a student continuing professional development (CPD) portfolio: A mixed methods exploratory study.

Abstract

Background - Physiotherapy education aims to prepare graduates for the world of work, and this includes being autonomous reflective practitioners, and lifelong learners. Many universities use a student continuing professional development (CPD) portfolio to achieve this, however there is no research investigating whether developing and completing an undergraduate portfolio has any impact on the graduate’s motivation to engage with continuing professional development. This study aimed to explore both undergraduate and graduate views on whether their level of motivation for CPD and lifelong learning (LLL) had been influenced by using a student CPD portfolio.

Methods – This was a mixed methods study, in an idealistic research paradigm, with an inductive methodology. The study used two online questionnaires and semi-structured telephone interviews with final year physiotherapy students and
qualified physiotherapists in the UK to collect data, with statistical, content and thematic analysis applied as appropriate.

Findings – There is evidence to suggest that requirement and assessment of the portfolio, portfolio structure, and perceived level of support and guidance for the portfolio building process all influence student motivation towards lifelong learning and using a CPD portfolio post-graduation. From a graduate physiotherapy perspective, those who completed a student portfolio were more motivated to use a portfolio and to undertake CPD, although other variables may have influenced these results. There is also evidence that motivation fluctuates depending on point on career path, with those in middle grade bandings least motivated to undertake CPD and use a portfolio. A model of motivation was developed from analysis of the findings from the study, showing the internal and external motivating factors that influence physiotherapists’ engagement with CPD portfolios, CPD and LLL.

Implications – Physiotherapy educators should be aware of the internal and external factors influencing motivation towards use of a portfolio and utilise these to engage students in the portfolio building process to improve motivation for LLL. Physiotherapists and physiotherapy managers should consider the influence of internal and external motivating factors when discussing on-going development.

Original Contribution to Knowledge – The research concludes that completing a student portfolio has a positive influence on motivation towards CPD portfolios, CPD and LLL, and that if students perceive the structure of the portfolio to be helpful, and receive useful support and feedback for portfolio development, the positive influence of completing the portfolio on motivation towards CPD portfolios, CPD
and LLL is enhanced. The findings also suggest that portfolios that are a requirement of the course and/or are assessed reduce the positive influence of completing a portfolio on motivation for future use of a portfolio and learning. The research indicates that physiotherapists perceive greater benefit from learning that is internally motivated, and there are many internal and external motivating factors that can influence the decision to learn, both positively and negatively. Ultimately, this study has shown that physiotherapists and student physiotherapists will only engage in learning when the perceived benefits outweigh the perceived costs.