References
- Anderson C, Day K 2005 Purposive environments: Engaging students in the values and practices of history. Higher Education 49: 319–343.
- Balmer D, Richards BF 2015 Bounded and open: Personally transformative empirical journey into curricula, objectives and student learning. In: Hafferty FW, O’Donnell JF (Eds) The Hidden Curriculum in Health Professional Education, pp 94–102. New Hampshire, Dartmouth College Press.
- Barnett R 1994 The Limits of Competence Knowledge, Education and Society, p. 67. Buckingham, England, SRHE and Open University Press.
- Barnett R 2000 University knowledge in an age of supercomplexity. Higher Education 40: 409–422.
- Barnett R 2009 Knowing and becoming in the higher education curriculum. Studies in Higher Education 34: 429–440.
- Barnett R 2011 Being a University. Oxon, Routledge.
- Barnett R 2012 Practice based education future possibilities. In: Higgs J, Barnett R, Billett S, Hutchings M, Trede F (Eds) Practice-Based Education: Perspectives and Strategies, pp 241–252. Rotterdam, Netherlands, Sense Publishers.
- Barnett R 2015 Thinking and Rethinking the University. Oxon, Routledge.
- Barnett R, Coate K 2005 Engaging the Curriculum in Higher Education. Maidenhead, Berkshire, England Open University Press.
- Barradell S, Peseta T 2017 Putting threshold concepts to work in health sciences: Insights from a qualitative research synthesis. Teaching in Higher Education 22: 349–372.
- Bithell C 2005 Editorial - Developing theory in a practice profession. Physiotherapy Research International 10(2): iii–v.
- Bithell C 2007 Entry-level physiotherapy education in the United Kingdom: Governance and curriculum. Physical Therapy Reviews 12: 145–155.
- Blackburn SC, Nestel D 2014 Troublesome knowledge in pediatric surgical trainees: A qualitative study. Journal of Surgical Education 71: 756–761.
- Boud D 2012 Problematising practice-based education. In: Higgs J, Barnett R, Billett S, Hutchings M, Trede F (Eds) Practice-Based Education: Perspectives and Strategies, pp 55–68. Rotterdam, Netherlands, Sense Publishers.
- Boud D, Brew A 2012 Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development 18: 208–211.
- Brazete Cruz E, Caeiro C, Pereira C 2014 A narrative reasoning course to promote patient-centred practice in a physiotherapy undergraduate programme: A qualitative study of final year students. Physiotherapy Theory and Practice 30: 254–260.
- Chipchase LS, Dalton M, Williams M, Scutter S 2004 Is education immune from evidence based scrutiny? Australian Journal of Physiotherapy 50: 133–135.
- Chipchase LS, Williams MT, Robertson VJ 2007 Factors affecting curriculum content and the integration of evidence-based practice in entry-level physiotherapy programs. Journal of Allied Health 33: 17–23.
- Chipchase LS, Williams MT, Robertson VJ 2008 A framework for determining curricular content of entry level physiotherapy programmes: Electrophysical agents as a case study. Physical Therapy Reviews 13: 294–386.
- Clouder L 2005 Caring as a ‘threshold concept’: Transforming students in higher education into health(care) professionals. Teaching in Higher Education 10: 505–517.
- Dall’Alba G, Barnacle R 2007 An ontological turn for higher education. Studies in Higher Education 32: 679–691.
- Edwards H, Best D, Rose M 2005 Understanding clinical knowledge and developing expertise. In: Rose M, Best D (Eds) Transforming Practice through Clinical Education, Professional Supervision and Mentoring, pp 89–100. Edinburgh, Elsevier.
- Foote W 2013 Threshold theory and social work. Social Work Education 32: 424–430.
- Fortune T, Kennedy-Jones M 2014 Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy. Australian Occupational Therapy Journal 61: 293–298.
- Fraser SP, Bosanquet AM 2006 The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education 31: 269–284.
- Gibson BE, Nixon SA, Nicholls DA 2010 Critical reflections on the physiotherapy profession in Canada. Physiotherapy Canada 62: 98–100.
- Grant M, McMeeken J 2009 The physiotherapy workforce. In: Higgs J, Smith M, Webb G, Skinner M, Croker A (Eds) Contexts of Physiotherapy Practice, pp 44–57. NSW, Australia, Churchill Livingstone.
- Green B 2009 Introduction: Understanding and researching professional practice. In: Green B (Ed) Understanding and Researching Professional Practice, pp 1–18. Rotterdam, Netherlands, Sense Publishers.
- Gunn H, Hunter H, Haas B 2012 Problem based learning in physiotherapy education: A practice perspective. Physiotherapy 98: 330–335.
- Hager P, Holland S 2006 Graduate Attributes, Learning and Employability. Netherlands, Springer.
- Herbert R, Jamtvedt G, Hagen KB, Mead J 2011 Practical Evidence-Based Physiotherapy. Edinburgh, Butterworth Heinemann.
- Higgs J 2009 Ways of knowing for clinical practice. In: Delany C, Molloy E (Eds) Clinical Education in the Health Professions, pp 25–37. Chatswood, NSW, Australia, Churchill Livingstone.
- Higgs J, Jones M, Loftus S, Christensen N 2008 Clinical Reasoning in the Health Professions (3rd). Edinburgh, Elsevier.
- Higgs J, Richardson B, Dahlgren MA 2004 Developing Practice Knowledge for Health Professionals. Oxford, Butterworth Heinemann.
- Higgs J, Titchen A 1995 The nature, generation and verification of knowledge. Physiotherapy 81: 521–530.
- Higgs J, Titchen A 2001 Practice Knowledge and Expertise in the Health Professions. Oxford, Butterworth Heinemann.
- Hill S 2012 Troublesome or Threshold? The Experience of Difficult Concepts in Prosthetics Unpublished PhD thesis. Lancaster University, England.
- Hounsell D, Anderson C 2009 Ways of thinking and practicing in biology and history. In: Kreber C (Ed) The University and Its Disciplines, pp 71–83. New York, Routledge.
- Kerry R, Maddocks M, Mumford S 2008 Philosophy of science and physiotherapy: An insight into practice. Physiotherapy Theory and Practice 24: 397–407.
- Kinchin IM, Cabot LB, Kobus M, Woolford M 2011 Threshold concepts in dental education. European Journal of Dental Education 15: 210–215.
- Kurunsaari M, Piirainen A, Tynjälä P 2015 Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies. Physiotherapy Theory and Practice 31: 260–269.
- Land R 2011 Threshold Concepts and Troublesome Knowledge. Paper presented at: Threshold Concepts Symposium. Cork, Ireland.
- Land R, Cousin G, Meyer JH, Davies P 2006 Implications of threshold concepts for course design and evaluation. In: Meyer JH, Land R (Eds) Overcoming Barriers to Student Understanding Threshold Concepts and Troublesome Knowledge, pp 195–206. London and New York, Routledge.
- McAllister L, Nagarajan S 2015 Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities. Journal of Teaching and Learning for Graduate Employability 6: 2–24.
- McCune V, Hounsell D 2005 The development of students’ ways of thinking and practising in three final-year biology courses. Higher Education 49: 255–289.
- McMeeken J 2007 Physiotherapy Education in Australia. Physical Therapy Reviews 12: 83–91.
- McMeeken J, Webb G, Krause K-L, Grant R, Garnett R 2005 Learning Outcomes and Curriculum Development in Australian Physiotherapy Education, p 3. Melbourne, Australian Universities Teaching Committee.
- Meyer JH, Land R 2003 Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines Enhancing Teaching-Learning (ETL) Environments in Undergraduate Courses Project. Occasional Report 4, University of Edinburgh, Edinburgh.
- Meyer JH, Land R 2005 Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education 49: 373–388.
- Morgan H 2012 The social model of disability as a threshold concept: Troublesome knowledge and liminal spaces in social work education. Social Work Education 31: 215–226.
- Mori B, Carnahan C, Herold J 2015 Use of simulation learning experiences in physical therapy entry-to-practice curricula: A systematic review. Physiotherapy Canada 67: 194–202.
- Nambiar-Greenwood G 2010 The role of mental health as a ‘threshold concept’ for promoting patient-centred care for inter-professional health students. Journal of Mental Health Training, Education and Practice 5: 12–16.
- Nicholls DA, Cheek J 2006 Physiotherapy and the shadow of prostitution: The Society of Trained Masseuses and the massage scandals of 1894. Social Science and Medicine 62: 2336–2348.
- Nicholls DA, Gibson B 2010 The body and physiotherapy. Physiotherapy Theory and Practice 26: 497–509.
- Nicholls DA, Holmes D 2012 Discipline, desire and transgression in physiotherapy practice. Physiotherapy Theory and Practice 28: 454–465.
- Noronen L, Wikström-Grotell C 1999 Towards a paradigm-oriented approach in physiotherapy. Physiotherapy Theory and Practice 15: 175–184.
- O’Donnell JF 2015 Introduction The hidden curriculum – a focus on learning and closing the gap. In: Hafferty FW, O’Donnell JF (Eds) The Hidden Curriculum in Health Professional Education, pp 9–23. New Hampshire, Dartmouth College Press.
- Parker J 2002 A new disciplinarity: Communities of knowledge, learning and practice. Teaching in Higher Education 7: 373–386.
- Patton N, Higgs J, Smith M 2013 Using theories of learning in workplaces to enhance physiotherapy clinical education. Physiotherapy Theory and Practice 29: 493–503.
- Perkins D 2006 Constructivism and troublesome knowledge. In: Meyer JH, Land R (Eds) Overcoming Barriers to Student Understanding Threshold Concept and Troublesome Knowledge, pp 33–47. Oxon, England, Routledge.
- Pynt J, Larsen D, Nicholls D, Higgs J 2009 Historical phases in physiotherapy. In: Higgs J, Smith M, Webb G, Skinner M, Croker A (Eds) Contexts of Physiotherapy Practice, pp 33–43. NSW, Australia, Churchill Livingstone.
- Rodger S, Turpin M 2011 Using Threshold Concepts to Transform Entry Level Curricula. Paper presented at: Research and Development in Higher Education: Higher Education on the Edge. Gold Coast, Australia.
- Roskell C, Hewison A, Wildman S 1998 The theory-practice gap and physiotherapy in the UK: Insights from the nursing perspective. Physiotherapy Theory and Practice 14: 223–233.
- Royeen CB, Jensen GM, Chapman TA, Ciccone T 2010 Is interprofessionality a threshold concept for education and health care practice? Journal of Allied Health 39: 251–252.
- Schatzki TR 2001 Practice theory. In: Schatzki TR, Cetina KK, Savigny EV (Eds) The Practice Turn in Contemporary Theory, pp 10–23. London, England, Routledge.
- Skinner MA 2007 Physiotherapy education in New Zealand. Physical Therapy Reviews 12: 122–128.
- Smith M, Ajjawi R, Jones M 2009 Clinical reasoning in physiotherapy. In: Higgs J, Smith M, Webb G, Skinner M, Croker A (Eds) Contexts in Physiotherapy Practice, pp 102–114. Chatswood, NSW, Australia, Churchill Livingstone.
- Tanner B 2011 Threshold concepts in practice education: Perceptions of practice educators. British Journal of Occupational Therapy 74: 427–434.
- Tyni-Lenné R 1989 To identify the physiotherapy paradigm: A challenge for the future. Physiotherapy Practice 5: 169–170.
- Walker A, Yong M, Pang L, Fullarton C, Costa B, Dunning AMT 2013 Work readiness of graduate health professionals. Nurse Education Today 33: 116–122.
- Webb G, Skinner M, Jones S, Vicenzino B, Nall C, Baxter D 2009 Physiotherapy in the 21st century. In: Higgs J, Smith M, Webb G, Skinner M, Croker A (Eds) Contexts in Physiotherapy Practice, pp 3–19. Chatswood, NSW, Australia, Churchill Livingstone.
- Wenger E 1998 Communities of Practice: Learning, Meaning, and Identity, p. 263. New York, Cambridge University Press.
- Wikström-Grotell C, Eriksson K 2012 Movement as a basic concept in physiotherapy - A human science approach. Physiotherapy Theory and Practice 28: 428–438.
- World Confederation for Physical Therapy 2016 Entry level physical therapy education programmes. http://www.wcpt.org/education/Entry-level-physical-therapy-education-programmes.