‘Student-y or studious’: An exploration of students’ perceptions of parallel learning in preregistration physiotherapy education

References

• Barr H, Gray R, Helme M, Low H, Reeves S 2016 Interprofessional Education Guidelines 2016. Fareham, UK, Centre for advancement of interprofessional education. http://caipe.org.uk/silo/files/caipe-interprofessional-education-guidelines-2016pdf.pdf.
   Google Scholar
• Beauchamp TL, Childress JF 2013 Principles Biomedical Ethics, 7th edn. Oxford, Oxford University Press.
   Google Scholar
• Bradley H 1993 Across the great divide. The entry of men into “women’s jobs”. In: Williams C (Ed). Doing Women’s Work. Men in Non-Traditional Occupations, pp. 10–27. London, Sage.
   Google Scholar
• Braun V, Clarke V 2006 Using thematic analysis in psychology. Qualitative Research in Psychology 3: 77–101.
   Google Scholar
• Chartered Society of Physiotherapy 2016 Physiotherapy Degrees. http://www.csp.org.uk/professional-union/careers-development/career-physiotherapy/physiotherapy-degrees.
   Google Scholar
• Chipchase LS, Buttrum PJ, Dunwoodie R, Hill AE, Mandrusiak A, Moon M 2012 Characteristics of student preparedness for clinical learning: clinical educator perspectives using the Delphi approach. BMC Medical Education 12: 112.
   PubMed Web of Science ®Google Scholar
• Department of Business Innovation and Skills 2016 Success as a Knowledge Economy: teaching Excellence, Social Mobility and Student Choice. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/523396/bis-16-265-success-as-a-knowledge- economy.pdf. Retrieved 2016, May 16.
   Google Scholar
• Dinsmore J, Wenger K 2006 Relationships in pre-service teacher preparation: from cohorts to communities. Teacher Education Quarterly 33: 57–74.
   Google Scholar
• Dodd MC 2012 Parallel teaching of postgraduate coursework students in undergraduate courses: an examination of student expectations, experiences, and views. Journal of the Education Research Group of Adelaide 2: 5–17.
   Google Scholar
• Fereday J, Muir-Cochrane E 2006 Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods 5: 80–92.
   Google Scholar
• Forrester G, Motteram G, Parkinson G, Slaouti D 2005 Going the distance: students: experiences of induction to distance learning in higher education. Journal of Further and Higher Education 29: 293–306.
   Google Scholar
• Gergen KJ 2009 An Invitation to Social Construction, 2nd edn. London, Sage.
   Google Scholar
• Grounds S 1996 Accelerated degrees and their use in teacher education. Cambridge Journal of Education 26: 159–170.
   Google Scholar
• Health and Care Professions Council 2013 Standards of Proficiency: physiotherapists http://www.hpc-uk.org/assets/documents/10000dbcstandards_of_proficiency_physiotherapists.pdf.
   Google Scholar
• Horgan J 2003 Lecturing for learning. Handbook for Teaching and Learning in Higher Education: enhancing Academic Practice, 2nd edn. Fry H, Ketteridge S, Marshall S (Eds). London: Kogan Page.
   Google Scholar
• Howell KE 2013 An Introduction to the Philosophy of Methodology. London, Sage.
   Google Scholar
• Howitt D, Cramer D 2014 Introduction to Research Methods in Psychology, 4th edn. Harlow, Pearson Education Limited.
   Google Scholar
• Lincoln YS, Guba EG 1985 Naturalistic Inquiry. Newbury Park, Sage Publications.
   Google Scholar
• Mandy A, Milton C, Mandy P 2004 Professional stereotyping and interprofessional education. Learning in Health and Social Care 3: 154–170.
   Google Scholar
• Mandzuk D 2005 Inside a student cohort: teacher education from a social capital perspective. Canadian Journal of Education 28: 168–184.
   Google Scholar
• McCarthy J, Trenag ME, Weiner B 2005 The cohort model with graduate student learners: faculty-student perspectives. Adult Learning 16: 22–25.
   Google Scholar
• McFadyen AK, Webster VS, Maclaren WM, O’Neill MA 2010 Interprofessional attitudes and perceptions: results from a longitudinal controlled trial of pre-registration health and social care students in Scotland. Journal of Interprofessional Care 24: 549–564.
   PubMed Web of Science ®Google Scholar
• Pollard KC, Miers ME, Rickaby C 2012 “Oh why didn’t I take more notice?” Professionals’ views and perceptions of pre-qualifying preparation for interprofessional working in practice. Journal of Interprofessional Care 26: 355–361.
   PubMed Web of Science ®Google Scholar
• Quality Assurance Agency for Higher Education 2008 Framework for higher education qualifications in England, Wales and Northern Ireland http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718#.V6RC5fkrJpg.
   Google Scholar
• Robson C 2011 Real World Research: A Resource for Users of Social Research Methods in Applied Settings, p. 278. Chichester, Wiley.
   Google Scholar
• Rubin HJ, Rubin IS 2005 Qualitative Interviewing: the Art of Hearing Data, 2nd edn. Thousand Oaks, CA, Sage.
   Google Scholar
• Swayze S, Jakeman RC 2014 Student perceptions of communication, connectedness, and learning in a merged cohort course. Journal of Continuing Higher Education 62: 102–111.
   Google Scholar
• Tawse S 2015 Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, 4th edn. In: Fry H, Ketteridge S, Marshall S (Eds). Routledge.
   Google Scholar
• University of Adelaide 2006 Policy on parallel teaching in postgraduate coursework programs. http://www.adelaide.edu.au/policies/2083/. Retrieved 2009, October 15.
   Google Scholar
• Vaismoradi M, Turunen H, Bondas T 2013 Content analysis and thematic analysis: implications for conducting a qualitative descriptive study. Nursing and Health Sciences 15: 398–405.
   PubMed Web of Science ®Google Scholar
• van Langenhove L, Harré R 1999 Introducing positioning theory. In: Harré R, Van Langenhove L (Eds.). Positioning Theory: Moral Contexts of Intentional Action, pp. 14–31. Malden, USA, Blackwell.
   Google Scholar
• Woodhouse J, Athanasos P 2006 Strategies for Healthcare Education: How to Teach in the 21st Century, p. 132. Oxford, Radcliffe Publishing Ltd.
   Google Scholar