How are clinical exercise physiology postgraduate courses taught and assessed in the UK? A multimethod qualitative exploration

Crozier, A, Miller, G, Graves, L, Dawson, EA, Osin, C, Sadler, I, Naylor, LH, Green, DJ, Askew, CD and Jones, H (2025) How are clinical exercise physiology postgraduate courses taught and assessed in the UK? A multimethod qualitative exploration. BMJ Open, 15 (5).

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Abstract

Introduction Development of clinical skills in areas, such as exercise risk stratification, testing, prescription, monitoring and outcome assessment, is vital for patient safety and clinical effectiveness in clinical exercise physiology (CEP). This study explored how current CEP courses are being taught and assessed and to identify potential best practice recommendations from a variety of stakeholders Methods Qualitative methods were employed to explore the thoughts of CEPs, academics and current students regarding the teaching and assessment of CEPs in the UK. Research design involved (1) semistructured interviews with students (n=16) and (2) focus groups with academics (n=8) and CEP (n=5) stakeholders. Data obtained were audio recorded using a portable Dictaphone and transcribed verbatim, then thematically analysed manually. Results Three themes: (1) in situ learning/real-world practice (working with patients and specialist practitioners); (2) programme design (scaffold learning and integrated modules) and (3) teaching approach (simulated learning and research competency) were generated concerning teaching methods and approaches across CEP postgraduate degrees. The current use of simulated tasks for the delivery of taught content was identified as lacking effectiveness, with clinical placements identified as being the most important source of knowledge and skill attainment due to the real-world exposure to patients and practitioners. Clinical placements and simulated learning were recognised as the two main methods of problem-based learning used to develop student knowledge, skills and competency to practice. Two themes (placement tariffs/assessors in situ and role play/simulation) were identified for the assessment of students. Conclusion Clinical placements remain the optimal method for developing the knowledge, skills and competency to practice for student CEPs. However, suitable placements remain limited, and novel approaches such as university-led exercise services require consideration for student competency development. A standardised and accredited training pathway from undergraduate through to postgraduate level should be explored to allow student competency to be developed over a longer period, to enhance knowledge, skills and competency on graduation and registration.

Item Type:	Article
Uncontrolled Keywords:	Humans; Exercise; Focus Groups; Physiology; Qualitative Research; Curriculum; Education, Medical, Graduate; Educational Measurement; Clinical Competence; Female; Male; Interviews as Topic; United Kingdom; 4203 Health Services and Systems; 42 Health Sciences; 8.1 Organisation and delivery of services; 4 Quality Education; Humans; United Kingdom; Qualitative Research; Clinical Competence; Focus Groups; Curriculum; Physiology; Interviews as Topic; Education, Medical, Graduate; Female; Male; Exercise; Educational Measurement; 1103 Clinical Sciences; 1117 Public Health and Health Services; 1199 Other Medical and Health Sciences; 32 Biomedical and clinical sciences; 42 Health sciences; 52 Psychology
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RC Internal medicine > RC1200 Sports Medicine
Divisions:	Sport and Exercise Sciences
Publisher:	BMJ Publishing Group
Date of acceptance:	9 May 2025
Date of first compliant Open Access:	13 June 2025
Date Deposited:	13 Jun 2025 09:08
Last Modified:	13 Jun 2025 09:15
DOI or ID number:	10.1136/bmjopen-2025-099240
URI:	https://researchonline.ljmu.ac.uk/id/eprint/26582

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