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

Anthony Crozier; Gemma Miller; Lee Graves; Ellen A Dawson; Connor Osin; Ian Sadler; Louise H Naylor; Daniel J Green; Christopher David Askew; Helen Jones

doi:10.1136/bmjopen-2025-099240

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

Journal article

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

Anthony Crozier, Gemma Miller, Lee Graves, Ellen A Dawson, Connor Osin, Ian Sadler, Louise H Naylor, Daniel J Green, Christopher David Askew and Helen Jones

BMJ Open, Vol.15(5), pp.1-9

2025

DOI: https://doi.org/10.1136/bmjopen-2025-099240

PMID: 40436453

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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.

Details

Title: How are clinical exercise physiology postgraduate courses taught and assessed in the UK? A multimethod qualitative exploration
Authors: Anthony Crozier - Liverpool John Moores University
Gemma Miller - Liverpool John Moores University
Lee Graves - Liverpool John Moores University
Ellen A Dawson - Liverpool John Moores University
Connor Osin - Liverpool John Moores University
Ian Sadler - Liverpool John Moores University
Louise H Naylor - The University of Western Australia
Daniel J Green - The University of Western Australia
Christopher David Askew - University of the Sunshine Coast, Queensland, School of Health - Sports & Exercise Science
Helen Jones (Corresponding Author) - Liverpool John Moores University
Publication details: BMJ Open, Vol.15(5), pp.1-9
Publisher: BMJ Group
Date published: 2025
DOI: 10.1136/bmjopen-2025-099240
ISSN: 2044-6055
PMID: 40436453
Copyright note: © Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY. Published by BMJ Group. This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made.
Data Availability: Data are available upon reasonable request. All datasets are available upon reasonable request from the lead author.
Grant note: i-CARDIO / UK Research and Innovation (http://dx.doi.org/10.13039/100014013)
Organisation Unit: Healthy Ageing Research Cluster; Cancer Research Cluster; School of Health - Sports & Exercise Science
Language: English
Record Identifier: 991129973802621
Output Type: Journal article

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Collaboration types: Domestic collaboration; International collaboration
Web Of Science research areas: Education & Educational Research