Physical Therapy Student Stress During the COVID-19 Pandemic: A Qualitative Study

Abstract

Introduction. According to research studies and surveys conducted by the Centers for Disease Control and Prevention, the prevalence of stress, depression, and anxiety have increased with the onset of the COVID-19 pandemic. This is especially true for young adults and has the potential to affect students’ learning outcomes and long-term well-being. Review of Literature. Current research on the experience of stress for students in the health professions has focused on nursing and medical students. There are no published studies exploring pandemic-related stress in physical therapy. The purpose of this study was to explore the experience of stress for Doctor of Physical Therapy (DPT) students during the onset of the COVID-19 pandemic. Subjects. Twenty-four students in their first, second, and third year of study from 3 physical therapist education programs. Methods. Using a phenomenological qualitative approach, 60-minute semi-structured interviews were conducted with each participant through video conference in April and May of 2020. Inductive thematic analysis was used to identify and refine codes and construct themes and subthemes. Results. Four themes resulted from analyses of these data: sources of stress, stress management, stress modifiers, and positive aspects of COVID. Sources of stress were related to academics, uncertainty, personal circumstances, and finances. DPT students described stress associated with the transition to online learning related to focus, engagement, workload, and reduced opportunities to practice hands-on skills. Uncertainty was particularly stressful for third-year students who were anxious about clinical experiences, board examinations, and future employment. Stress management strategies were centered on cognitive reappraisal, physical activity, and social support. Discussion and Conclusion. While students identified several sources of stress during the onset of the COVID 19 pandemic, important stress modifiers, such as faculty and cohort-based peer support, were highlighted that have the potential to reduce stress for students both in times of crisis and under more typical circumstances. These factors, in combination with findings suggesting that increased flexibility and agency over learning mediated stress responses, have potential implications for instructional delivery and academic program design.