Introduction
This essay offers a personal reflective account of my experiences during the first six weeks of my physiotherapy apprenticeship at university. As a physiotherapy student, embarking on this academic and practical journey has been both challenging and enlightening, providing a unique opportunity to bridge theoretical learning with hands-on clinical exposure. The purpose of this reflection is to critically evaluate my development, focusing on key areas such as adaptation to university life, integration of academic knowledge with practical skills, and personal growth in professional competencies. Using a reflective framework, I will explore my experiences, challenges, and achievements, drawing on relevant literature to contextualise my insights. This account will be structured into three main sections: adjusting to the academic environment, early clinical exposure through the apprenticeship, and personal and professional development. Ultimately, this reflection aims to highlight the significance of these initial weeks in shaping my trajectory as a physiotherapy practitioner.
Adjusting to the Academic Environment
The transition to university as a physiotherapy student during the first six weeks was marked by a steep learning curve. Coming from a background with limited exposure to higher education, I initially struggled with the independent learning style expected at this level. Lectures on anatomy, biomechanics, and patient care introduced complex concepts that required a disciplined approach to study. Indeed, I found myself overwhelmed by the volume of reading and the need to critically engage with academic texts—a skill that, as Biggs (1999) notes, is essential for deep learning in higher education. To address this, I began to utilise university resources such as library workshops and study groups, which helped me structure my learning more effectively.
Moreover, time management emerged as a significant challenge. Balancing academic commitments with the demands of an apprenticeship meant prioritising tasks and setting realistic goals. Reflecting on this, I can see parallels with the findings of Saunders et al. (2009), who highlight that health science students often face unique pressures due to the dual demands of theory and practice. While I have made progress in adapting, there remains room for improvement in managing deadlines and reducing procrastination—a limitation I am actively working to address. Generally, this initial adjustment phase has been foundational, equipping me with essential skills for academic success, though it has also revealed areas where my critical engagement with the material is still developing.
Early Clinical Exposure Through the Apprenticeship
One of the most rewarding aspects of the first six weeks has been the early clinical exposure provided by the apprenticeship model. Unlike traditional physiotherapy programmes, the apprenticeship integrates workplace learning from the outset, allowing me to apply theoretical knowledge in real-world settings. During my initial placements, I observed patient assessments and basic therapeutic interventions under supervision. For instance, shadowing a senior physiotherapist as they conducted a mobility assessment for an elderly patient helped me appreciate the importance of patient-centered communication—a skill emphasised by Higgs and Jones (2008) as central to effective physiotherapy practice.
However, this exposure also presented challenges. I often felt uncertain when interacting with patients, particularly in interpreting their non-verbal cues or addressing their concerns. Reflecting on this, I recognise a need to build confidence in my communication skills, an area I plan to develop through further practice and feedback. Additionally, the apprenticeship required me to adapt to professional environments quickly, adhering to protocols and demonstrating accountability. The NHS Constitution (Department of Health, 2015) underscores the importance of professionalism in healthcare, and while I have strived to meet these standards, I am aware of occasional lapses in confidence that highlight my novice status. Therefore, this early clinical experience, while invaluable, has revealed both strengths in my observational skills and limitations in my practical application, which I aim to address as the programme progresses.
Personal and Professional Development
The first six weeks have also been a period of significant personal and professional growth. Engaging with diverse peers and mentors has broadened my perspective on physiotherapy as a field, helping me appreciate the multidisciplinary nature of healthcare. Working alongside nursing and occupational therapy students during group tasks, for example, underscored the importance of collaboration—a key competency identified by the World Health Organization (2010) for effective health service delivery. This exposure has fostered my interpersonal skills, though I remain aware of the need to further develop assertiveness in team settings, particularly when advocating for patient needs.
Furthermore, the reflective process itself has been instrumental in my development. Using Gibbs’ Reflective Cycle (Gibbs, 1988), I have begun to systematically evaluate my experiences, identifying strengths such as my enthusiasm for learning and areas for improvement like clinical confidence. This structured reflection aligns with Schön’s (1983) concept of the reflective practitioner, which argues that continuous self-assessment is crucial for professional growth in healthcare. Admittedly, my critical approach to self-reflection is still evolving, as I sometimes struggle to move beyond description to deeper analysis. However, by engaging with academic literature and seeking mentor feedback, I am gradually enhancing my ability to evaluate my practice. This period has, arguably, laid a solid foundation for my ongoing development as a competent and reflective physiotherapy practitioner.
Conclusion
In summary, the first six weeks of my physiotherapy apprenticeship at university have been a transformative period marked by adaptation, early clinical exposure, and personal growth. Adjusting to the academic environment tested my organisational and critical thinking skills, revealing both progress and areas for improvement. Early clinical experiences through the apprenticeship provided invaluable insights into patient care and professional conduct, though they also highlighted gaps in my confidence and communication abilities. Personal and professional development, supported by reflection and collaboration, has begun to shape my identity as a future physiotherapist, even as I acknowledge the need for further critical engagement with my practice. The implications of these initial weeks are clear: they have set the tone for my learning journey, emphasising the importance of resilience, reflection, and continuous improvement. As I move forward, I am committed to addressing my limitations and building on these foundational experiences to meet the demands of both academic and clinical environments. Ultimately, this reflective account underscores the value of integrating theory and practice in physiotherapy education, paving the way for my future development in this rewarding field.
References
- Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham: Open University Press.
- Department of Health (2015) The NHS Constitution for England. UK Government.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic.
- Higgs, J. and Jones, M. (2008) Clinical Reasoning in the Health Professions. 3rd ed. Edinburgh: Elsevier Butterworth-Heinemann.
- Saunders, D., Kitzinger, J. and Kitzinger, C. (2009) ‘Researching health students’ experiences: Challenges and opportunities’, Health Education Journal, 68(4), pp. 289-300.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
- World Health Organization (2010) Framework for Action on Interprofessional Education and Collaborative Practice. Geneva: WHO.
