Typology of Stressors and Adaptive Responses in Physical Therapy Board Exam Preparation towards Creation of Well-Being Programs

Abstract

The preparation on board exams for licensure as a physical therapist is a major and stressful event for would-be professionals. Sources of stress include overload and underperformance, personal problems such as financial issues, and coping mechanisms such as social support and mindfulness. The nature of the stressful event of board exam preparation underscores the importance of well-being initiatives to attain balance and success. This qualitative phenomenological research employed a semi-structured interview approach to examine sources of stress and coping mechanisms of first-time board examinees for the physical therapy board exam ages 22-26 years, BS PT graduates from Philippine schools. Thematic analysis was employed to look for recurring patterns and themes in context with quotes to enhance understanding of examinee experiences. Financial pressures (costs, lost revenues, retakes) cascading into academic, emotional, social, and performance pressures, with vicious cycles that need interventions such as scholarships, spaced repetition, mutual support, mindfulness, and exposure therapy to enhance resilience and equitable licensure. Excellent adaptations savings buffers, counseling, prioritization, humor/religion, autonomy-enhancing networks, self-care, and growth mindsets comprehensively address burnout, addressing calls for financial intelligence and well-being support to improve pass rates and professional competence. Learning institutions and review centers in the Philippines must implement and validate comprehensive stress management interventions for Physical Therapy Licensure Exam examinees, including mindfulness, relaxation, academic assistance, and time management to address financial, academic, emotional, social, mental, and performance-related pressures. Learning institutions must work with licensing organizations for comprehensive academic-mental health training. Review centers must integrate mental health screening and well-being interventions, relevant to physical and online teaching.