Bridging the Gap Between Learning and Practice: Final-Year Physiotherapy Students’ Perceptions of Enablers and Barriers to Interprofessional Collaboration in the UAE – A Qualitative Focus Group Study

BACKGROUND: Interprofessional collaboration (IPC) is a key component of effective, patient-centered healthcare. Despite growing emphasis on interprofessional education, there is limited qualitative evidence exploring how physiotherapy students in the United Arab Emirates (UAE) perceive and interpret IPC within clinical training environments. OBJECTIVE: To explore final-year physiotherapy students' perceptions of interprofessional collaboration, including perceived enablers and barriers within clinical settings in a university in the UAE. METHODS: A qualitative methodology was employed using Focus Group Discussions (FGDs). Two focus groups were conducted with final-year physiotherapy students (n = 19) at the University of Sharjah, United Arab Emirates. The focus groups were gender-segregated to align with local cultural norms. The discussions were audio recorded and transcribed verbatim. Thematic analysis was undertaken using Braun and Clarke's six-phase approach to generate key themes and subthemes. RESULTS: Analysis generated five overarching themes and 11 subthemes, broadly reflecting: (1) understanding of interprofessional collaboration, (2) learning experiences, (3) influencing factors (including enablers and barriers), (4) application to practice, and (5) the need for structured interprofessional education. Students recognized IPC as essential for improving patient outcomes, particularly through effective communication, shared decision-making, and role clarity. However, readiness for collaborative practice appeared variable and was largely shaped by clinical exposure rather than structured training. Key barriers included hierarchical clinical structures, limited interprofessional engagement, and communication challenges across disciplines. CONCLUSION: Final-year physiotherapy students demonstrate a strong conceptual understanding of IPC but face contextual and educational barriers to its effective implementation. These findings highlight a gap between theoretical preparation and clinical practice. Integrating structured interprofessional education within physiotherapy curricula, alongside addressing hierarchical and organizational constraints in clinical environments, may enhance students' readiness for collaborative practice in multidisciplinary healthcare settings.