Speaking the Same Language? A Comparative Study of Student and Educator Reflections on Intercultural Communication in Physiotherapy Education

Abstract

As physiotherapy becomes an increasingly globalized profession, the need to equip future practitioners with intercultural communication skills is critical. This study investigates how physiotherapy students and educators from five European countries perceive the development of intercultural communication competence through participation in the MOV-E project hybrid training program. The findings reveal a shared recognition of the importance of culturally responsive communication in clinical practice, but also notable differences in how students and educators assess the challenges. Students reported increased confidence in engaging with diverse patients, especially in scenarios involving disability, gender, and social norms. Educators highlighted more explicit integration of intercultural goals and greater scaffolding in hybrid delivery settings. Both groups identified non-verbal communication, empathy, and strategies for simplifying complex information as key areas of growth. However, gaps emerged in handling linguistic barriers and using interpreters effectively. The study underscores the value of structured, reflective learning to develop intercultural competence in physiotherapy and calls for more inclusive pedagogical designs that align student and teacher expectations across cultural contexts.