Table 2. Illustration of research themes and key constructs identified across disciplines.

Research Question	Key Themes	Key constructs	Perspectives of Medical students	Perspectives of Nursing students	Perspectives of Physiotherapy students	Perspectives of SALT students
Can you tell us how you are taught within your course about what is patient-centred care and how it can be applied in practice?	Biomedical, Fragmented and Artificial teaching methods at University. Current Strategies	Curriculum content in early years:	Modules largely focused on biomedical knowledge	Shared modules with other nursing streams improved perceptions.	Specific modules on PCC enabled understanding.	Theory of models of care helpful to relate to PCC.
		Case studies and simulations:	Case studies are unrealistic	Simulators are artificial		Simulation and case studies are useful for practice in a safe environment.
		Sessions on communication skills:	Skills taught by specialists from interactive unit.
Can you tell us how you are taught on your clinical placements about what is patient-centred care and how it can be applied in practice?	Learning from placement experiences.	Length and diversity of placements:	Placements were short and less diverse which did not help improve awareness or continuity of care. Unscheduled time with patient helps Geographical location of placements exposed them to cultural diversity	Placements were longer and diverse which helped understand variability in PCC.	Placements were longer and diverse which helped understand variability in PCC.	Placements were shorter, fewer and less diverse
		Role models	Scarcity of positive role models to emulate.	Scarcity of positive role models to emulate.		Observation of experienced therapists helped to learn PCC behaviours.
		Interprofessional learning opportunities	Interprofessional observation	Multidisciplinary meetings Bedside-handovers	Multidisciplinary meetings	Multidisciplinary communication
		Family focus, poignant and personal experiential learning		Experiencing difficult situations. Family involvement in care of patient. Personal experiences of ill-health.	More time as a student to establish rapport.	Handling patients’ difficult queries
What do you think is the best way to teach principles and delivery of patient-centred care?	Suggested strategies for a patient-centred curriculum	Prepping for the real world	Understanding of human psychology	Team-working through inter-professional learning	Patient-centred goal setting and creating awareness about limitations
		Reflective practice	Self-reflection and awareness of personality	Reflections on practice with peers Placement debrief days	Paper-based patients and mentor facilitated reflections	Paper-based reflections
		Role-modelling	Feedback and deeper conversations with mentors		Feedback and deeper conversations with mentors Shadowing other professionals	Feedback from mentors
		Placement modifications	Earlier and continuity of placements. PCC principles reiterated on placement including site specific strategies
		Patients as teachers	Patient mentoring on placements	Patients delivering Classroom sessions