Research project Within healthcare, there exists an informal, yet distinct hierarchy of prestige associated with different diagnoses and medical specialties. Previous research has included physicians and nurses, but research on physiotherapists’ perceptions of prestige is lacking. Earlier studies in medical education suggest that students are introduced at an early stage to hierarchies related to specialties, patient groups, and diagnoses, which influence their professional identity formation and priorities.
The project aims to raise awareness of prestige hierarchies within physiotherapy and how these hierarchies are shaped through educational pedagogy and content. By using qualitative methods to examine the perspectives of clinicians, students, and educators, the project seeks to generate insights that can contribute to the development of educational programs. Ultimately, the project may encourage reflection on how prestige influences physiotherapy practice, with the goal of ensuring equitable care grounded in professional ethics and patient needs.
Within healthcare, there is an informal yet well-established prestige hierarchy associated with different diagnoses and medical specialties. Acute, life-threatening conditions requiring advanced interventions are consistently ranked highest, while chronic conditions, mental health problems, and illnesses associated with older adults have the lowest prestige. These norms may influence clinical decision-making, resource allocation, and healthcare professionals' engagement.
While previous research has examined prestige among physicians and nurses, little is known about physiotherapists' perceptions of prestige. It remains unclear whether prestige hierarchies exist between physiotherapy specialties or across practice settings such as primary care, home healthcare, and private practice.
Research within medical education suggests that students are introduced early to hierarchies related to specialties, patient groups, and diagnoses. These perceptions may influence the development of their professional identity as well as their future priorities and career choices. However, similar research within physiotherapy education is currently lacking.
By exploring the perspectives of practicing physiotherapists, physiotherapy students, and educators, this project will generate knowledge that can contribute to the development of the profession. Furthermore, the project may encourage reflection on how prestige influences physiotherapy practice, with the aim of promoting equitable care based on professional ethics and patient needs.
The project will employ a qualitative research design and consist of three sub-studies focusing on the perspectives of: physiotherapists, students, educators. Approximately 15 to 30 participants will be recruited for each sub-study. Data will be collected through focus group interviews and individual interviews conducted either online or face-to-face. Each interview will last approximately 1 to 2 hours.
