Perceptions of Graduate Attribute Acquisition among Physiotherapy Undergraduates at the Maldives National University
DOI:
https://doi.org/10.62338/2mhbb158Keywords:
Graduate Attributes, Communication Skills, Life-Long Learning, Physiotherapy, Pedagogical PracticeAbstract
As students increasingly take responsibility for their own development, graduate attributes have become more prominent in higher education. However, research often overlooks students’ perspectives. This study examines how undergraduate physiotherapy students at the Maldives National University (MNU) perceive, understand, and acquire GA(s), with a focus on lifelong learning and professionalism. The study employs a mixed-methods approach to investigate undergraduate students’ perceptions of graduate attributes, focusing on their understanding, perceived importance, and processes of acquisition within higher education. A total of 16 participants completed the quantitative survey, and five took part in a focus group discussion. The mean age was 24.75 ±5.6 years, with 75% female participants. The discussions were recorded and transcribed. The quantitative data was analysed using descriptive statistics, while qualitative data was thematically analysed. Descriptive data analysis revealed that 56.3% (n=9) participants were not familiar with the graduate attributes while 25% (n=4) reported they were aware of it, and 18.8% (n=3) answered that they were not sure whether they knew about it. Through iterative coding and thematic categorisation, emergent themes highlighted the importance of attributes such as critical thinking, communication, teamwork, adaptability, and ethical decision-making. Furthermore, the thematic analysis identified factors that shape the development of graduate attributes. In conclusion, this research contributes to the ongoing discourse on enhancing undergraduate education by presenting crucial perspectives from students as the primary stakeholders. Educators and policymakers need to understand students’ perspectives and experiences with graduate attributes to better prepare students for their future roles as professionals, leaders, and citizens in a dynamic world. This understanding can guide the design of interventions and programs that foster holistic development.
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