Abstract
Abstract: INTRODUCTION: Academic performance is defined as the extent to which student accomplishes their educational goals as a result of exposure to learning. Identifying the facilitators and barriers influencing the performance of physiotherapy (PT) students will help in enhancing the learning experience of the learners. MATERIALS AND METHODS: A convenient sample of 1118 under-graduate PT students were recruited from PT colleges of a state health-science university. A semi-structured questionnaire consisting of four domains, namely institution, faculty, family/environment, and personal factors was developed after a thorough literature search and focused group discussion. The final validated questionnaire was administered to the participants. Descriptive statistics were summarized as frequencies and percentages. RESULTS: Out of 1800 students approached, 1118 participated in the study showing a response rate of 62.11%. The mean age of the participants was 20.87 ± 1.35 years. 83.81% (n = 937) participants were females and 16.19% (n = 181) were males. The most commonly reported facilitators were provision of study leaves for examinations (n = 1101, 98.48%), self-determination to become a skilled practitioner (n = 1100, 98.39%), good clinical exposure (n = 1098, 98.21%), availability of experienced faculty members (n = 1095, 97.94%), and positive atmosphere at home (n = 1089, 97.41%). Whereas personal/family health problems (n = 987, 88.28%), peer pressure (n = 944, 84.44%), exam-related anxiety (n = 891, 79.70%), and social commitments in family (n = 881, 78.80%) were the commonly reported barriers of academic performance. CONCLUSION: Our research concludes that PT students’ perceptions of their academic performance are multifaceted and influenced by both personal and environmental factors inclusive of support from academic institution and their family.
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