Rethinking First‐Visit Therapeutic Alliance in Student Physiotherapy

BACKGROUND AND PURPOSE: Direct-access physiotherapy is often the first point of care for students with musculoskeletal pain, where early therapeutic alliances shape engagement and recovery. This commentary addresses an attribution gap in prior research by proposing a therapist-aware perspective that distinguishes student vulnerability from provider- and system-level influences. METHODS: Presents a conceptual and interpretive framework, integrating alliance theory and multilevel attribution principles to reconsider how first-visit alliance findings should be interpreted in student physiotherapy. RESULTS: Therapist-aware perspectives clarify that apparent alliance difficulties may reflect modifiable clinician behaviors or service structures rather than fixed student characteristics. One concise example of behaviorally anchored alliance measurement is presented. DISCUSSION: Repositioning alliance as a modifiable component of care supports fairer interpretation, targeted training, and scalable quality improvement without extending consultation time.