Admission and Progression Trends in Physiotherapy Undergraduate Education

Abstract

Physiotherapy is now an all-graduate profession in the UK and Republic of Ireland and the admission policies of undergraduate programmes are influenced by various factors such as the professional body and the institution of affiliation. The aims of this study were to ascertain the composition of under-graduate programmes in terms of entry qualifications and maturity for the academic years 1990—1994. A questionnaire was designed to collect data relating to all programmes in the UK and Republic of Ireland. Admissions data were sought, and links were explored between previous academic study and progression through the course and final outcome, ie degree classification (where applicable). Results from 16 of the 30 programmes in the study show that intake numbers are increasing and progression rates through the programmes are similar for all types of student. Students with non-standard pre-entry qualifications, such as Btec and Access, are no less likely to achieve high degree classifications than those with the standard pre-entry requirements. The results of this study support the broadening of admission profiles but further work is required to explore whether different pre-entry qualifications influence students’ performance on different elements within the programmes. Outcomes used to measure quality and value for money should take these issues into consideration. Physiotherapy is now an all-graduate profession in the UK and Republic of Ireland and the admission policies of undergraduate programmes are influenced by various factors such as the professional body and the institution of affiliation. The aims of this study were to ascertain the composition of under-graduate programmes in terms of entry qualifications and maturity for the academic years 1990—1994. A questionnaire was designed to collect data relating to all programmes in the UK and Republic of Ireland. Admissions data were sought, and links were explored between previous academic study and progression through the course and final outcome, ie degree classification (where applicable). Results from 16 of the 30 programmes in the study show that intake numbers are increasing and progression rates through the programmes are similar for all types of student. Students with non-standard pre-entry qualifications, such as Btec and Access, are no less likely to achieve high degree classifications than those with the standard pre-entry requirements. The results of this study support the broadening of admission profiles but further work is required to explore whether different pre-entry qualifications influence students’ performance on different elements within the programmes. Outcomes used to measure quality and value for money should take these issues into consideration.