Exploring interprofessional learning in musculoskeletal anatomy: Insights from physiotherapy and podiatry students

Abstract

In the dynamic field of healthcare education, the paradigm shift towards interprofessional learning [IPL] marks a significant departure, placing emphasis on collaborative learning among students with diverse academic and professional backgrounds. This transformative approach gains prominence in the context of musculoskeletal [MSK] anatomy education, a pivotal area that provides indispensable knowledge to students across varied clinical disciplines. Leveraging problem/gap/hook heuristic, our research primarily investigates the challenges and advantages associated with IPL in MSK anatomy education, with a specific focus on physiotherapy and podiatry students learning experiences. Highlighting the intrinsic value of IPL, the study emphasises its key role in developing essential skills such as teamwork, collaboration, and clinical problem-solving. Acting as a catalyst, IPL not only cultivates heightened confidence among students but also nurtures a collaborative culture that significantly contributes to the improvement of patient care outcomes. By exploring these unique perspectives of physiotherapy and podiatry students’ learning experience in a widening participation [WP] environment, our research enriches the understanding of the dynamics that shape IPL experiences, offering insights into the complexities of collaborative learning in anatomy education. Revealing a concealed disparity in the approaches to learning and doing within anatomical education, our study identifies a distinctive challenge for IPL. Bridging the gap between learners and learning content demands careful planning, extending beyond addressing logistical and social challenges. The study underscores the necessity for deliberate course design in shaping content, managing group dynamics, and outlining expected learning outcomes. Critical to the success of IPL is an understanding of students' needs, coupled with the creation of an environment that not only encourages challenges but also provides clear pathways to success. This empowering approach allows students to take responsibility for their anatomy studies, a particularly pertinent consideration within the WP context. This work contributes to knowledge by highlighting the importance of learning from students, advocating for a collaborative approach in co-creating the learning experience. Prioritising student voice in the design and development of IPL becomes instrumental, promoting an environment of collaboration over coercion, thereby contributing to the ongoing discourse on effective healthcare education.