Table 2 The most difficult features of the TBL session and suggestions for improvement

The uneven distribution of medicine and physiotherapy students in each team.

Had to actively explain rationale for physio intervention as there were less phsyio students in the group whereas medical student clinical reasoning was readily accepted by group (physiotherapy student)

Perhaps physiotherapy students may have felt intimidated and outnumbered by the Medical students? This meant that we had to be very mindful to include them in discussion and explicitly asked for opinions – instead of them offering opinion. This may indicate they weren’t entirely comfortable? (medical student)

Introducing physiotherapy students into established medical student team provided difficulties

As the physio students hadn’t had a TBL before sometimes I felt our group sort of rushed through as we are familiar with the format which may have been confusing for the physio students. (medical student)

I feel the interprofessional aspect would be more successful from day one TBL. Introducing two (physiotherapy) students into an existing group of five that already have a way of working together can make it harder for them to participate (medical student)

Medical students wanted to hear from physios about treatment options

Some students suggested that the class may have been more effective if information was specifically sort from each discipline

I would also have liked to have the TBL maybe geared a little towards treatment options, since a lot of it was diagnosis, and the physio students could definitely have given a lot of insight on treatment that they didn’t get an opportunity to go into.

(medical student)

It was good to have physiotherapy students in our group, but their input into group discussions was somewhat limited … It may be helpful for the physiotherapy students to be given a bit more background into TBL sessions and/or have some specific questions targeting physiotherapy (e.g. what sort of exercises are beneficial in management of the condition), to encourage participation from the students.

Group dynamics

Development of group dynamics was more difficult because the physiotherapy students were added to the medical student groups, rather than being part of a team from the beginning of a teaching block

Students would have like additional instruction from tutors to ensure physiotherapy students were better included in the team

Maybe since there were added team members, it was a bit more difficult to communicate - the group dynamic changed from what we had previously. Not saying it was bad, but it took a while for all to get used to it. … Have some guidelines on how to incorporate new team members to already existing teams. It’s always awkward to try and navigate new team members unless they become regular. (medical student)

Integrating physio students in our already existing TBL group. Some guidelines (very high level) should be touched upon by tutors to ensure folks consults the physio students more effectively (medical student)

More structured discussion

Some students indicated that by having a structured discussion, with some questions being answered by physiotherapy students, and some by medical students would be beneficial.

Perhaps having more specific questions targeted at each specialty (e.g. for physiotherapists - what exercises are

most beneficial to manage low back pain; or for doctors - when would they refer the patient to a physiotherapist

etc.) - to help engage all members of the group (medical student)

High level guideline of roles and ways to operate as a team (time to discuss actual role in real life - how would referrals happen in real life and what would each need to know or do? (medical student)

A more diverse mix of students

Students wanted to see a greater mix of students in each TBL team

Invite other allied health professions to get different perspectives to come up with a diagnosis and treatment plan (medical student)

Getting more different types of professional involved (physiotherapy student)

A greater number of interprofessional TBL sessions

More TBL session for medical students to familiarise with including physiotherapy and other health allied students (medical student)

More would be great!:) (physiotherapy student)

An opportunity for physiotherapy students to better integrate into the TBL session

Perhaps to give more time for physiotherapy and medical students to introduce and get acquainted to each other to allow more extensive discussion during the TBL session (medical student)

Allowing students in each group to come into the session with a similar level of acquaintance as the rest of the

group members (medical student)