Analysis of the knowledge and skills of physiotherapists and physiotherapy students regarding pulmonary rehabilitation in post-COVID-19 patients

Pulmonary rehabilitation plays a crucial role in the recovery of patients after COVID-19. Because training standards and clinical exposure differ internationally, the present findings should be interpreted within the Polish educational and clinical context. This study assessed the level of knowledge and self-perceived competence of physiotherapists and physiotherapy students regarding techniques used in the rehabilitation of patients with post-COVID-19 syndrome. A total of 110 participants completed a structured questionnaire assessing perceived importance and self-assessed competence in key pulmonary rehabilitation techniques. Group comparisons were performed using the Kruskal–Wallis test with Dunn’s post hoc analysis due to non-normal data distribution. Breathing exercises, spirometric assessment, and strength and endurance training were rated as the most important and familiar components of pulmonary rehabilitation. Greater variability was observed for postural drainage and manual chest techniques, with lower competence reported by less experienced respondents. Self-assessed experience was significantly associated with both education level and length of clinical practice (p < 0.05), reflecting a predictable progression in clinical skill acquisition. Higher education level and longer clinical experience were independently associated with greater perceived competence in pulmonary rehabilitation. These findings highlight the need to strengthen hands-on training for physiotherapy students and to provide focused professional development in airway-clearance techniques to better meet the clinical needs of post-COVID-19 patients. 1. Early-stage physiotherapy students report significantly lower self-assessed competence in pulmonary rehabilitation techniques, highlighting the need to introduce structured, practical content in this area early in the curriculum. 2. Clinical experience is a strong factor influencing confidence and perceived competence. 3. Exposure to less commonly used techniques remains insufficient, calling for more structured practical education. 4. Despite limited experience, most participants demonstrated high awareness of the clinical relevance of key techniques, indicating that theoretical knowledge surpasses practical preparation. 5. Curriculum developers and clinical educators should prioritize experiential and simulation-based teaching in pulmonary rehabilitation to better prepare students and early-career professionals for working with patients with chronic respiratory conditions.