Musculoskeletal science & practice · 2026
Experiences of telehealth e-mentoring within postgraduate musculoskeletal physical therapy education in Canada and the United Kingdom.
СтатьяСравнительное исследованиеНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Rushton Alison, Yeung Euson, Sadi Jackie, Johnson Wendy, Tyros Isaak, Nazareth Madeleine, Gillis Heather, Heneghan Nicola R
Аннотация
BACKGROUND: E-mentoring has emerged as a novel educational strategy in postgraduate musculoskeletal physiotherapy, with potential to support development of advanced practice capabilities. However, evidence regarding its cross-cultural applicability and effectiveness remains limited. This study aimed to explore the experiences of postgraduate Masters physiotherapy mentees and mentors engaged in e-mentoring in Canada, and to compare findings with the United Kingdom (UK).
METHODS: A qualitative study design was employed using interviews and focus groups with postgraduate physiotherapy mentees and mentors participating in e-mentoring across Canada. Thematic analysis was conducted to explore learning processes, perceived outcomes, and challenges. Rigour was enhanced through member checking and team reflexivity. Cross-cultural comparison with UK data enabled identification of shared and context-specific themes.
FINDINGS: E-mentoring was perceived as a positive and effective learning approach that supported development of advanced clinical reasoning, critical thinking, communication skills, and professional confidence. A key mechanism was the creation of protected cognitive space, enabling reflective discussion and critical engagement with research evidence. Small-group formats facilitated social learning and fostered communities of practice. Some limitations were identified, including challenges in maintaining engagement, technological barriers, and reduced opportunities for hands-on skill development. Cross-cultural findings demonstrated strong convergence, with similar developmental outcomes across Canada and the UK despite different professional frameworks.
CONCLUSION: E-mentoring is perceived as a transferable and scalable educational approach supporting higher-order skill development in postgraduate musculoskeletal physiotherapy. Its effectiveness across cultural contexts suggests strong potential for international implementation when integrated with complementary strategies, including workplace-based learning and practical skills training.
METHODS: A qualitative study design was employed using interviews and focus groups with postgraduate physiotherapy mentees and mentors participating in e-mentoring across Canada. Thematic analysis was conducted to explore learning processes, perceived outcomes, and challenges. Rigour was enhanced through member checking and team reflexivity. Cross-cultural comparison with UK data enabled identification of shared and context-specific themes.
FINDINGS: E-mentoring was perceived as a positive and effective learning approach that supported development of advanced clinical reasoning, critical thinking, communication skills, and professional confidence. A key mechanism was the creation of protected cognitive space, enabling reflective discussion and critical engagement with research evidence. Small-group formats facilitated social learning and fostered communities of practice. Some limitations were identified, including challenges in maintaining engagement, technological barriers, and reduced opportunities for hands-on skill development. Cross-cultural findings demonstrated strong convergence, with similar developmental outcomes across Canada and the UK despite different professional frameworks.
CONCLUSION: E-mentoring is perceived as a transferable and scalable educational approach supporting higher-order skill development in postgraduate musculoskeletal physiotherapy. Its effectiveness across cultural contexts suggests strong potential for international implementation when integrated with complementary strategies, including workplace-based learning and practical skills training.