An Intervention to Build Grit, Resilience and a Growth Mindset in Physiotherapy Students

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-09-07 DOI:10.1111/tct.70195

Marlena Calo, Belinda Judd, Lucy Chipchase, Madeline Hannington, Allison Hilbig, Carolyn Taylor, Casey Peiris

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Abstract

Background

Grit, resilience and a growth mindset are traits that help health professional students respond positively and adapt to the challenges of the clinical learning environment. The aim of this study was to determine if a 5-week education-based intervention can enhance grit, resilience and a growth mindset in physiotherapy students on clinical placement.

Methods

In this single group intervention study, physiotherapy students participated in a 5-week group-based, online educational intervention for 1 h per week during their first clinical placement. Grit, resilience, mindset type and academic tenacity (a combined measure of these traits) were measured using validated tools pre- and post-intervention. Differences in scores were analysed using Wilcoxon signed-rank tests.

Results

One hundred and forty-three students (62% female) completed the intervention, and 70 (64% female) completed measures at both baseline and follow-up. No changes in outcome measures were seen across the overall participant cohort post-intervention. However, students with a fixed or undecided mindset at baseline significantly improved mindset type (p = 0.043 and p = 0.035) and those with low academic tenacity at baseline had significantly higher levels following intervention (p = < 0.001).

Conclusion

Tailored interventions that target grit, resilience and a growth mindset hold promise for enhancing growth mindset, academic tenacity and possibly grit in students with low baseline levels of these traits. Further research is needed on how best to match interventions to students' baseline traits, ultimately fostering adaptable health professionals capable of excelling in complex, high-pressure clinical environments.

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物理治疗学生培养毅力、韧性和成长心态的干预

毅力、韧性和成长心态是帮助卫生专业学生积极应对和适应临床学习环境挑战的特质。本研究的目的是确定为期5周的教育干预是否可以提高临床实习理疗学生的毅力、弹性和成长心态。方法在这项单组干预研究中，物理治疗学生在第一次临床实习期间参加了为期5周的基于小组的在线教育干预，每周1小时。在干预前和干预后，使用经过验证的工具测量了毅力、恢复力、心态类型和学术韧性（这些特征的综合测量）。使用Wilcoxon符号秩检验分析得分差异。结果143名学生（62%为女性）完成了干预，70名（64%为女性）完成了基线和随访的测量。干预后，在整个参与者队列中没有观察到结果测量的变化。然而，在干预后，基线心态为固定或未决定的学生的心态类型显著改善（p = 0.043和p = 0.035），基线学业韧性较低的学生的心态类型显著提高（p = < 0.001）。结论针对坚毅、韧性和成长心态的量身定制的干预措施有望提高这些特征基线水平较低的学生的成长心态、学业韧性和毅力。如何最好地将干预措施与学生的基本特征相匹配，最终培养出能够在复杂、高压的临床环境中表现出色的适应性强的卫生专业人员，需要进一步的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.