The impact of Masters education in manual and manipulative therapy and the ‘knowledge acquisition model’

Jo Perry, Ann Green, Karen Harrison

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    This study aimed to explore the professional and personal impact that a clinical Masters program of manipulative therapy education had on the lives of individuals who had undertaken the course and was a follow-on study of participants’ career pathways following Masters education (Green et al., 2008). Seven graduates from the program took part in a focus group. The narrative data obtained was independently verified prior to two researchers conducting a systematic, thematic content analysis. Three key themes were identified and the ‘knowledge acquisition model’ developed. Findings revealed that studying at Master’s level is a ‘life changing’ and rewarding experience that develops individuals in three key domains; professionally, personally and intellectually. During Masters education students described a journey of multi-compartmental development whereby their knowledge-base was challenged and their existing cognitive framework deconstructed. Progression through the program resulted in the development of a new, clearer framework for thinking and understanding that extended, universally, into all aspects of their lives; clinically, managerially, emotionally, politically and intellectually. Participants also described two cultures for career progression in the UK National Health Service (NHS). Findings could help students considering undertaking Masters level education, employers and clinical mentors of these practitioners and academic educators.
    Original languageEnglish
    Pages (from-to)285-290
    JournalManual Therapy
    Volume16
    Issue number3
    DOIs
    Publication statusPublished - Jun 2011

    Keywords

    • Manual and manipulative therapy
    • Focus group
    • Postgraduate education
    • Knowledge acquisition model
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