Experiences of telehealth e-mentoring within postgraduate musculoskeletal physical therapy education in Canada and the United Kingdom.

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.