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

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.

Stress, Adaptive Responses, Physical Therapy Board Exam

1. Agoncillo, M., Reyes, T., & Delos Santos, J. (2020). Socioeconomic pressures and stress among Filipino licensure examinees. Philippine Journal of Educational Psychology, 25(1), 45– 60. [Google Scholar] [Crossref]

2. Alampay, L. P., Ignacio, M. L., & Clemente, J. C. (2018). Culturally-responsive well-being programs for Filipino students. Asia-Pacific Journal of Psychology, 33(4), 302–317. [Google Scholar] [Crossref]

3. Almeida, M., Santos, F., & Pereira, J. (2020). Time management and academic stress among university students: A correlational study. Journal of Educational Psychology and Practice, 12(2), 55–67. [Google Scholar] [Crossref]

4. Alshareef N, Giga S, Fletcher I. Test anxiety, emotional regulation and academic performance among medical students: a qualitative study. Med Educ Online. 2025 Dec;30(1):2505177. doi: 10.1080/10872981.2025.2505177. Epub 2025 May 17. PMID: 40380803; PMCID: PMC12086906. [Google Scholar] [Crossref]

5. Ayed A, Amoudi M. Stress Sources of Physical Therapy Students' and Behaviors of Coping in Clinical Practice: A Palestinian Perspective. Inquiry. 2020 Jan-Dec;57:46958020944642. doi: 10.1177/0046958020944642. PMID: 32697130; PMCID: PMC7376374. [Google Scholar] [Crossref]

6. Bourgeois, T. J. (2018). Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations. Walden University. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7260&context=dissertations [Google Scholar] [Crossref]

7. Datu, J. A. D., Valdez, J. P. M., & Bernardo, A. B. I. (2019). Filipino students’ family orientation and academic pressure: Implications for educational policy. Asia-Pacific Education Review, 20(2), 273–284. [Google Scholar] [Crossref]

8. Dutton LL, Anderson CEP. Physical therapy students' perceived levels and sources of stress during clinical education experiences. J Clin Educ Phys Ther. 2024 Oct 21;6. doi: 10.52214/jcept.v6.11999. PMID: 41404338; PMCID: PMC12703773. [Google Scholar] [Crossref]

9. Garcia, R. C., Santos, K. P., & Lim, A. D. (2021). The financial burden of board exam preparation among Filipino examinees. Philippine Journal of Social Science Research, 19(3), 77–89. [Google Scholar] [Crossref]

10. Gatpandan, M.A.C.C., et al., (2023). The Factors Affecting Licensure Passing Rates of Philippine State Universities and Colleges – A Panel Regression Analysis. International Journal of Research in Engineering, Science and Management Volume 6, Issue 12, December 2023 https://www.ijresm.com | ISSN (Online): 2581-5792 [Google Scholar] [Crossref]

11. Heretape, E. H. and Paglinawa, J. L. (2024). Academic Support Services and Review Program Initiatives on Students’ Preparedness for Licensure Examination. International Journal of Scientific and Management Research Volume 07 Issue 11 (November) 2024 ISSN: 2581-6888 Page: 185-196 [Google Scholar] [Crossref]

12. Kunzler AM, Helmreich I, Chmitorz A, König J, Binder H, Wessa M, Lieb K. Psychological interventions to foster resilience in healthcare professionals. Cochrane Database Syst Rev. 2020 Jul 5;7(7):CD012527. doi: 10.1002/14651858.CD012527.pub2. PMID: 32627860; PMCID: PMC8121081. [Google Scholar] [Crossref]

13. Lee, R. M., & Robbins, S. B. (2020). Social connectedness and stress among university students: Mediating role of relationships. Journal of Counseling Psychology, 67(2), 203–212. [Google Scholar] [Crossref]

14. Liu, Y., & Xu, J. (2021). Exam failure anxiety and its effects on student behavior and academic outcomes. Asia-Pacific Journal of Educational Psychology, 15(3), 132–144. [Google Scholar] [Crossref]

15. van Vuuren ECJ, Bodenstein K, Nel M. Stressors and coping strategies among physiotherapy students: Towards an integrated support structure. Health SA. 2018 Aug 16;23:1091. doi: 10.4102/hsag.v23i0.1091. PMID: 31934382; PMCID: PMC6917373. [Google Scholar] [Crossref]

16. Zheng, G., et al., (2023). The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations. Front. Psychol., Sec. Educational Psychology, Volume 14 - 2023. https://doi.org/10.3389/fpsyg.2023.1008679 [Google Scholar] [Crossref]

17. Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2018). Time management and academic self-regulation: Enhancing learning through goal-setting. Educational Psychologist, 53(1), 1–20 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study