Exploring attitudes of physiotherapy students towards a community-based project used as a learning tool

References

• Anderson N, Potocnik K, Zhou J 2014 Innovation and creativity in organisations: A state of the science review, prospective commentary, and guiding framework. Journal of Management 40: 1297–1333.
   Web of Science ®Google Scholar
• Barradell S 2017 Moving forth: Imagining physiotherapy education differently. Physiotherapy Theory and Practice 33: 439–447.
   PubMed Web of Science ®Google Scholar
• Bernardini Zambrini DA, Moraru M, Hanna M, Kalache A, Macias Nunez JF 2008 Attitudes toward the elderly among students of health care related studies at the University of Salamanca, Spain. Journal of Continuing Education in the Health Professions 28: 86–90.
   PubMed Web of Science ®Google Scholar
• Brannick T, Coghlan D 2007 In defense of being ‘‘Native’’: The case for insider academic research. Organizational Research Methods 10: 59–74
   Web of Science ®Google Scholar
• Braun V, Clarke V 2006 Using thematic analysis in psychology. Qualitative Research in Psychology 3: 77–101.
   Google Scholar
• Channon SB, Davis RC, Goode NT 2017 What makes a good group? Exploring the characteristics and performance of undergraduate student groups. Advances in Health Sciences Education 22: 17–41.
   PubMed Web of Science ®Google Scholar
• Dennis D, Ng L, Furness A 2017 First-year physiotherapy students who elect to participate in simulation-based learning activities benefit from the experience. Focus on Health Professional Education 18: 90–102.
   Web of Science ®Google Scholar
• Finch H, Lewis J, Turley C 2014 Focus groups. In: Ritchie J, Lewis J, Nicholls CM, Ormston R (Eds) Qualitative research practice: A guide for social science students and researchers (2nd ed), pp. 211–242. London: SAGE Publications.
   Google Scholar
• Furze J, Black L, Peck K, Jensen GM 2011 Student perceptions of a community engagement experience: Exploration of reflections on social responsibility and professional formation. Physiotherapy Theory and Practice 27: 411–421.
   PubMedGoogle Scholar
• Gould K, Day KH, Barton AT 2017 Changing student attitudes through interaction: Findings from an interprofessional workshop. Journal of Interprofessional Care 31: 540–542.
   PubMed Web of Science ®Google Scholar
• Grace S, Innes E, Patton N, Stockhausen L 2017 Ethical experiential learning in medical, nursing and allied health education: A narrative review. Nurse Education Today 51: 23–33.
   PubMed Web of Science ®Google Scholar
• Hall D, Buzwell S 2012 The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution. Active Learning in Higher Education 14: 37–49.
   Web of Science ®Google Scholar
• Hamshire C, Jack K 2016 Becoming and being a student: A Heideggerian analysis of physiotherapy students’ experiences. Qualitative 21: 1904–1919.
   Google Scholar
• Hobbs C, Dean CM, Higgs J, Adamson B 2006 Physiotherapy students attitude towards and knowledge of older people. Australian Journal of Physiotherapy 52: 115–119.
   PubMed Web of Science ®Google Scholar
• Ip AH, Ku JC, Hung WSW, Buxton JA 2017 Comparing different methods of learning in the development of social accountability and CanMEDS roles in medical students. Journal Medical l’Univeriste d’Ottowa 7i1: 1797.
   Google Scholar
• Kindler P, Grant C, Kulla S, Poole G, Godolphin W 2009 Difficult incidents and tutor interventions in problem-based learning tutorials. Medical Education 43: 866–873.
   PubMed Web of Science ®Google Scholar
• Lane IF 2010 Professional competencies in health sciences education: From multiple intelligences to the clinic floor. Advances in Health Sciences Education 15: 129–146.
   PubMed Web of Science ®Google Scholar
• Leung KK, Liu WJ, Wang WD, Chen CY 2007 Factors affecting students’ evaluation in a community service-learning program. Advances in Health Sciences Education 12: 475–490.
   PubMed Web of Science ®Google Scholar
• Lewis J, Ritchie J, Ormston R, Morell G 2014 Generalising from qualitative research. In: Ritchie J, Lewis J, Nicholls CM, Ormston R (Eds) Qualitative research practice: A guide for social science students and researchers (2nd ed), pp. 348–366. London: SAGE Publications.
   Google Scholar
• Lindquist I, Engardt M, Garnham L, Poland F, Richardson B 2006 Physiotherapy students professional identity on the edge of working life. Medical 28: 270–276.
   Google Scholar
• Lowe A, Littlewood C, McLean S, Kilner K 2017 Physiotherapy and physical activity: A cross-sectional survey exploring physical activity promotion, knowledge of physical activity guidelines and the physical activity habits of UK physiotherapists. BMJ Open Sport and Exercise Medicine 3: e000290.
   PubMedGoogle Scholar
• McLafferty I 2004 Focus group interviews as a data collecting strategy. Journal of Advanced Nursing 48: 187–194.
   PubMed Web of Science ®Google Scholar
• Melaville A, Berg AC, Blank MJ 2006 Community-based learning: Engaging students for success and citizenship. Partnerships/community. Paper 40. http://digitalcommons.unomaha.edu/slcepartnerships/40.
   Google Scholar
• Mooney LA, Edwards B 2001 Experiential learning in sociology: Service learning and other community-based learning initiatives. Teaching Sociology 29: 181–194.
   Web of Science ®Google Scholar
• Murphy JW, Schlaerth CA 2017 Emergence, construction, and authorial intent in community-based projects. Humanity and Society 41: 95–106.
   Google Scholar
• O’Donoghue G, Doody C, Cusack T 2011 Physical activity and exercise promotion and prescription in undergraduate physiotherapy education: Content analysis of Irish curricula. Physiotherapy 97: 145–153.
   PubMed Web of Science ®Google Scholar
• O’Donoghue G, Doody C, Cusack T 2012 Contemporary undergraduate physiotherapy education in terms of physical activity and exercise prescription: Practice tutors’ knowledge, attitudes and beliefs. Physiotherapy 98: 167–173.
   PubMed Web of Science ®Google Scholar
• O’Nyumba T, Wilson K, Derrick CJ, Mukherjee N 2017 The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution 9: 20–32.
   Web of Science ®Google Scholar
• Page T 2014 Notions of innovation in healthcare services and products. International Journal of Innovation and Sustainable Development 8: 217–231.
   Google Scholar
• Palinkas LA, Horwitz SM, Green CA, Wisdom JP, Duan N, Hoagwood K 2015 Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy Mental Health 42: 533–544.
   PubMed Web of Science ®Google Scholar
• Patterson F, Zibarras LD 2017 Selecting for creativity and innovation potential: Implications for practice in health care education. Advances in Health Sciences Education 22: 417–428.
   PubMed Web of Science ®Google Scholar
• Patton N, Higgs J, Smith M 2013 Using theories of learning in workplaces to enhance physiotherapy clinical education. Physiotherapy and Practice 29: 493–503.
   PubMed Web of Science ®Google Scholar
• Plummer-D’Amato P 2008 Focus group methodology part 1: Considerations for design, International Journal for Therapy and Rehabilitation 15: 69–73.
   Google Scholar
• Powell S, Toms J 2014 Passing away: An exploratory study into physiotherapy students experiences of patient death whilst on clinical placement. International Journal of Practice-Based Learning in Health and Social Care 2: 108–121.
   Google Scholar
• Prout S, Lin I, Nattabi B, Green C 2014 ‘I could have never learned this in a lecture’: Transformative learning in rural health education. Advances in Health Sciences Education 19: 147–159.
   PubMed Web of Science ®Google Scholar
• Rabiee F 2004 Focus-group interview and data analysis. Proceedings of the Nutrition Society 63: 655–660.
   PubMed Web of Science ®Google Scholar
• Ramli A, Nawawi R, Chun MPP 2010 Employees perception of employability skills needed in today’s workforce among physiotherapy graduates. Procedia Social and Behavioural Sciences 7: 455–463.
   Google Scholar
• Ruiteneberg CW, Towle A 2014 “How to do things with words” in health professions education. Advances in Health Sciences Education 20: 857–872.
   PubMed Web of Science ®Google Scholar
• Ryan KE, Gandha T, Culbertson MJ, Carlson C 2014 Focus group evidence: Implications for design and analysis. American Journal of Evaluation 35: 328–345.
   Web of Science ®Google Scholar
• Sahin S, Mandiracioglu A, Tekin N, Senuzun F, Akcicek F 2012 Attitudes toward the elderly among the health care providers: Relaibility and validity of Turkish version of the UCLA Geriatric Attitude Scale (UCLA-GA). Archives of Gerontology and Geriatrics 55: 205–209.
   PubMed Web of Science ®Google Scholar
• Skinner KL, Hyde SJ, McPherson KB, Simpson MD 2016 Improving students’ interpersonal skills through experiential small group learning. Journal of Learning Design 9: 21–36.
   Web of Science ®Google Scholar
• Smith SN, Crocker AF 2017 Experiential learning in physical therapy education. Advances in Medical Education and Practice 8: 427–433.
   PubMed Web of Science ®Google Scholar
• Spencer L, Ritchie J, O’Connor W, Morrell G, Ormston R 2014. Analysis in practice. In: Ritchie J, Lewis J, Nicholls CM, Ormston R (Eds) Qualitative research practice: A guide for social science students and researchers (2nd ed), pp. 295–345. London: SAGE Publications.
   Google Scholar
• Stefanou C, Stolk JD, Prince M, Chen JC, Lord SM 2013 Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education 14: 109–122.
   Web of Science ®Google Scholar
• Teunissen PW 2014 Experience, trajectories, and reifications: An emerging framework of practice-based learning in healthcare workplaces. Advances in Health Sciences Education 20: 843–856.
   PubMed Web of Science ®Google Scholar
• Thistlethwaite JE 2015 Interprofessional education: Implications and development for medical education. Educación Médica 16: 68–73.
   Google Scholar
• Trede F, McEwen C 2014 Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability? Higher Education 69: 19–32.
   Web of Science ®Google Scholar
• Trifkovič ČK, Lorber M, Denny M, Denieffe S, Gönc V 2017 Attitudes of nursing students towards learning communication skills. In: Teaching and learning in nursing. https://www.intechopen.com/books/teaching-and-learning-in-nursing.
   Google Scholar
• Tynjala 2008. Perspectives into learning at the workplace. Educational Research Review 3: 130–154
   Web of Science ®Google Scholar
• Wibeck V, Dahlgren MA, Oberg G 2007. Learning in focus groups: An analytical dimension for enhancing focus group research. Qualitative Research 7: 249–267.
   Google Scholar
• Włoszczak-Szubzda A, Jarosz MJ 2013. Professional communication competences of physiotherapists – Practice and educational perspectives. Annuals of Agricultural and Environmental Medicine 20: 189–194.
   PubMed Web of Science ®Google Scholar
• World Confederation for Physical Therapy 2017. Policy Statement: The Description of Physical Therapy. London, UK. WCPT https://www.wcpt.org/policy/ps-descriptionPT.
   Google Scholar
• World Health Organization 2010 Global recommendations on physical activity for health. http://www.who.int/dietphysicalactivity/publications/9789241599979/en/.
   Google Scholar
• World Health Organization 2018 Non-communicable diseases factsheet. https://www.who.int/news-room/fact-sheets/detail/noncommunicable-diseases.
   Google Scholar