Electronic mentoring, or e-mentoring, is a training approach where experienced practitioners guide and teach learners through online communication platforms. In musculoskeletal physical therapy—a branch of healthcare dedicated to assessing and treating muscle, bone, and joint conditions—e-mentoring has been introduced as a new instructional method in university master's degree programs. It aims to support physical therapists in acquiring advanced professional skills. Prior to this study, there was limited information about how effectively e-mentoring translates across different national settings and educational systems. This study investigated the experiences of Canadian master's-level physical therapy students (mentees) and their teachers (mentors) participating in e-mentoring, and compared their feedback to data collected from the United Kingdom.
The researchers used a qualitative study design, which focuses on collecting detailed descriptive accounts of human experiences rather than numerical data. They gathered information through one-on-one interviews and focus groups (structured group discussions) with mentors and mentees across Canada. The collected text was evaluated through thematic analysis, a method used to identify and organize recurring themes regarding how the participants learned, the results of the program, and the obstacles they faced. The study maintained research rigor through member checking (asking participants to review and verify the findings) and team reflexivity (researchers monitoring and evaluating their own viewpoints during data analysis). These Canadian findings were then compared with existing data from the United Kingdom to observe common themes and country-specific factors.
The findings showed that participants viewed e-mentoring as a constructive and effective educational strategy. The approach helped learners build advanced clinical reasoning (the mental process of making diagnostic and treatment decisions), critical thinking, communication techniques, and professional self-confidence. A primary factor contributing to this growth was the provision of dedicated mental space and time, which allowed participants to hold thoughtful discussions and critically evaluate scientific research. Small-group formats supported social learning and helped build communities of practice, which are networks of peers who collaborate to improve their professional craft.
The study also documented several drawbacks. These included technical problems, difficulties in keeping participants consistently engaged, and a reduction in opportunities to practice physical, hands-on treatment techniques. When comparing Canada and the United Kingdom, the developmental outcomes were largely identical, showing consistent learning results despite differences in how the physical therapy profession is structured in each country.
The researchers concluded that e-mentoring is an adaptable and scalable method capable of teaching complex, higher-level skills in postgraduate musculoskeletal physical therapy education. Because the results were consistent across two different national settings, the approach demonstrates potential for broader international adoption, provided it is paired with workplace experience and hands-on practical training.