COLLABORATIVE AND INTERDISCIPLINARY LEARNING IN PHYSIOTHERAPY: INTEGRATING KNOWLEDGE FOR PATIENT-CENTERED CARE

Abstract

This chapter explores the significance of collaborative and interdisciplinary learning in physiotherapy education and practice within the evolving healthcare landscape. With increasing complexity due to chronic diseases and patient expectations, physiotherapy has transitioned from a purely rehabilitative discipline to a holistic, patient-centered profession. Interdisciplinary learning equips physiotherapists with essential competencies such as communication, teamwork, and shared decision-making, enabling effective participation in integrated healthcare systems. The chapter discusses key conceptual frameworks, including multidisciplinary, interdisciplinary, and transdisciplinary models, supported by theories like social constructivism and experiential learning. It highlights the role of interprofessional education, simulation, and case-based learning in fostering knowledge integration across biomedical, psychological, and social domains. The benefits of collaborative learning—improved patient outcomes, enhanced clinical reasoning, and professional satisfaction—are emphasized alongside existing challenges such as hierarchical barriers and limited curricular integration. The chapter also examines the role of technology and the NCAHP Act (2021) in advancing interdisciplinary education in India. Overall, it underscores the need for systemic, educational, and policy-level efforts to strengthen collaborative practice in physiotherapy.