The impact of COVID-19 on professional development for physiotherapists in Lagos, Nigeria.
Atirola A Obileye, M Anne Chamberlain, Rory J O'Connor
PMID 38059061WHAT IT FOUND
Physiotherapists in Lagos described pre-pandemic training as inconsistent and dependent on senior staff availability, with bedside teaching being most common but rarely structured.
The pandemic forced learning online, which improved access to international conferences for many, though junior therapists reported missing hands-on practice and feeling isolated.
Key findings
01Workplace teaching was largely informal and inconsistent, relying on the availability of senior staff rather than structured guidelines.
02The shift to online learning during the pandemic allowed more participants to attend international conferences they previously could not afford or access.
03Junior physiotherapists reported that online training lacked physicality, leaving them feeling unprepared for hands-on patient care.
STILL TO COME
How it was doneWhat they foundWhat it means for PTs
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What it does not show
The sample size was small (10 participants) and drawn only from organizations with email addresses, which may exclude therapists in areas with poorer digital infrastructure. Participants were from a single city (Lagos), so findings may not represent the wider Nigerian context. The study relies on self-reported perceptions of CPD quality and access, not objective measures of competence or patient outcomes. Convenience and snowball sampling methods may have introduced selection bias towards those already engaged in CPD or with better digital access.
Declared interests
The authors declared no conflicts of interest. The study was part of a master's programme at the University of Leeds, with ethical approval from the Leeds Institute of Health Science Research Ethics Sub-Committee.
The easy way to misread this
Do not interpret the increased access to online international conferences as evidence that online learning is superior or sufficient for physiotherapy training. The study explicitly reports that junior therapists felt this mode lacked the necessary physicality and hands-on practice required for competent clinical work.