Exploring physiotherapy students’ clinical experiences during educational disruption, through a community of practice lens

Abstract

Background: The COVID-19 pandemic profoundly disrupted health professions education, affecting final-year physiotherapy students at a pivotal stage in their transition to clinical practice. Aim: This study explores final-year physiotherapy students’ experiences amid heightened uncertainty. Setting: A historically disadvantaged university in South Africa. Methods: Guided by Wenger’s Communities of Practice (CoP) framework, this qualitative exploratory study examined how students navigated readiness, fear, support systems and perceived learning gaps. Semi-structured interviews were conducted with nine purposively selected final-year students and analysed thematically. Results: Participants (seven females, two males; mean age 22.6 ± 1.3 years) reported shared concerns regarding infection risk, the influence of personal protective equipment on clinical performance, degree completion, family safety and the impact of online learning on skill acquisition. However, support from the physiotherapy department reinforced their sense of belonging. Students identified shared resources, including WhatsApp groups, peer support, clinician mentorship and faculty access, as critical to reinforcing their practice. Conclusion: While shared pandemic-related concerns heavily influenced students’ readiness for clinical learning, their sense of belonging was reinforced by departmental support. Utilising a shared repertoire of communication and mentorship helped them successfully navigate these unprecedented challenges. Contribution: These findings highlight the importance of creating a supportive and adaptable learning environment during periods of disruption, which centres on clear communication and robust support mechanisms.