Stories of professional development in physiotherapy education

References

• Benner P 2000 The wisdom of our practice. American Journal of Nursing 100: 99–105.
   PubMed Web of Science ®Google Scholar
• Bereiter C, Scardamalia M 1993 Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago: Open Court.
   Google Scholar
• Bergsmann E, Schultes M-T, Winter P, Schober B, Spiel C 2015 Evaluation of competence-based teaching in higher education: from theory to practice. Evaluation and Program Planning 52: 1–92.
   PubMed Web of Science ®Google Scholar
• Billett S 2015 Integrating Practice-Based Experiences into Higher Education. Dordrecht: Springer.
   Google Scholar
• Black L, Jensen G, Mostrom E, Perkins J, Ritzline PD, Hayward L, Blackmer B 2010 The first year of practice: an investigation of the professional learning and development of promising novice physical therapists. Physical Therapy 90: 1758–1773.
   PubMed Web of Science ®Google Scholar
• Briggs R, Fary R, Slater H, Bragge P, Chua J, Keen H, Chan M 2012 Disease-specific knowledge and clinical skills required by community-based physiotherapists to co-manage patients with rheumatoid arthritis. Arthritis Care & Research 64: 1514–1526.
   Web of Science ®Google Scholar
• Bruner J 1987 Life as narrative. Social Research 54: 11–32.
   Web of Science ®Google Scholar
• Bruner J 2004 Life as narrative. Social Research 71: 691–710.
   Web of Science ®Google Scholar
• Chipchase L, Buttrum P, Dunwoodie R, Hill A, Mandrusiak A, Moran M 2012 Characteristics of student preparedness for clinical learning: Clinical educator perspectives using the Delphi approach. BMC Medical Education 12: 112–120.
   PubMed Web of Science ®Google Scholar
• Cruz E, Moore A, Cross V 2012 A qualitative study of physiotherapy final year undergraduate students‘ perceptions of clinical reasoning. Manual Therapy 17: 549–553.
   PubMed Web of Science ®Google Scholar
• Dahl-Michelsen T 2015 Curing and caring competences in the skills training of physiotherapy students. Physiotherapy Theory and Practice 31: 8–16.
   PubMed Web of Science ®Google Scholar
• Dreyfus HL, Dreyfus SE 1986 Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer (10th ed). New York: The Free Press.
   Google Scholar
• Dyer JO, Hudon A, Montpetit-Tourangeau K, Charlin B, Mamede S, van Gog T 2015 Example based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge. BMC Medical Education 15: 37.
   PubMed Web of Science ®Google Scholar
• Ericsson KA 2006 The influence of experience and deliberate practice on the development of superior expert performance. In: Ericsson KA, Charness N, Feltovich P, Hoffman RR (Eds) The Cambridge Handbook of Expertise and Expert Performance, pp. 683–703. Cambridge: Cambridge University Press.
   Google Scholar
• European Network of Physiotherapy in Higher Education. 2012. The final outcome of quality assurance: introducing and promoting quality in physiotherapy in higher education in Europe . http://enphe.org/Portals/enphe/documents/Poster%20Quality%20Focus%20Group%20Report.pdf.
   Google Scholar
• Finnish Association of Physiotherapists 2018 The core competences of a physiotherapist. http://www.suomenfysioterapeutit.com/ydinosaaminen/CoreCompetencies.pdf.
   Google Scholar
• Forst KA 2015 Motivational Factors of Student Nurse Athletes Attributing to Academic Success. Doctoral Dissertation UMI Number 3702663.
   Google Scholar
• Gard G, Dagis D 2016 Physiotherapy students’ perceptions of learning in clinical practice in Sweden and India. Nurse Education Today 36: 381–386.
   PubMed Web of Science ®Google Scholar
• Grace S, Trede F 2013 Developing professionalism in physiotherapy and dietetics students in professional entry courses. Studies in Higher Education 38: 793–806.
   Web of Science ®Google Scholar
• Greenfield B, Jensen G, Delany C, Mostrom E, Knap M, Jampel A 2015 Power and promise of narrative for advancing physical therapist education and practice. Physical Therapy 95: 924–933.
   PubMed Web of Science ®Google Scholar
• Gribble N, Ladyshewsky R, Parsons R 2017 Strategies for inter-professional facilitators and clinical supervisors that may enhance the emotional intelligence of therapy students. Journal of Interprofessional Care 31: 593–603.
   PubMed Web of Science ®Google Scholar
• Gribble N, Ladyshewsky R, Parsons R 2019 The impact of clinical placements on the emotional intelligence of occupational therapy, physiotherapy, speech pathology, and business students: A longitudinal study. BMC Medical Education 19: 90.
   PubMed Web of Science ®Google Scholar
• Hayward L, Black L, Mostrom E, Jensen GM, Ritzline PD, Perkins J 2013 The first two years of practice: A longitudinal perspective on the learning and professional development of promising novice physical therapists. Physical Therapy 93: 369–383.
   PubMed Web of Science ®Google Scholar
• Higgs J, Hummell J, Roe-Shaw M 2009 Becoming a member of a health profession: a journey of socialisation. In: Higgs J, Smith M, Webb G, Skinner M, Croker A (Eds) Contexts of Physiotherapy Practice, pp. 58–72. Sydney: Elsevier.
   Google Scholar
• Jensen G, Gwyer J, Shepard K, Hack L 2000 Expert practice in physical therapy. Physical Therapy 80: 28–43.
   PubMed Web of Science ®Google Scholar
• Kear T 2013 Transformative learning during nursing education: a model of interconnectivity. Nurse Education Today 33: 1083–1087.
   PubMed Web of Science ®Google Scholar
• Korpi H 2018 Changing landscape in professional development-narrative research from the physiotherapy students’ perspective. University of Jyväskylä Faculty of Sport and Health Sciences, Jyu Dissertations 25.
   Google Scholar
• Korpi H, Peltokallio L, Piirainen P 2014 The story models of physiotherapy students’ professional development: narrative research. European Journal of Physiotherapy 16: 219–229.
   Google Scholar
• Kucera K, Higgins I, McMillan M 2010 Advanced nursing practice: a futures model derived from narrative analysis of nurses’ stories. Australian Journal of Advanced Nursing 4: 43–53.
   Google Scholar
• Kurunsaari M, Tynjälä P, Piirainen A 2016 Students’ experiences of reflective writing as a tool for learning in physiotherapy education. In: Ortoleva G, Bétrancourt M, Billet B (Eds) Writing for Professional Development. Studies in Writing, Vol. 32, pp. 129–151, Language & Linguistics.
   Google Scholar
• Kurunsaari M, Tynjälä P, Piirainen A 2018 Graduating physiotherapy students’ conceptions of their own competence. Vocations and Learning 11: 1–18.
   Web of Science ®Google Scholar
• Labov W 1997 Some further steps in narrative analysis. Journal of Narrative and Life History 7: 395–415.
   Web of Science ®Google Scholar
• Ladyshewsky R 2010 Building competency in the novice allied health professional through peer coaching. Journal of Allied Health 39: 75–80.
   Google Scholar
• Ladyshewsky R 2017 Peer coaching as a strategy to increase learning and development in organizational life - A perspective. International Journal of Evidence Based Coaching and Mentoring 15: 4–10.
   Web of Science ®Google Scholar
• Larsson I, Gard G 2006 Conceptions of physiotherapy knowledge among Swedish physiotherapists: a phenomenographic study. Physiotherapy 92: 110–115.
   Web of Science ®Google Scholar
• Le Maistre C, Paré A 2006 A typology of knowledge demonstrated by beginning professionals. In: Tynjälä P, Välimaa J, Boulton-Lewis G (Eds) Higher Education and Work: Collaborations, Confrontations and Challenges, pp. 103–113. Amsterdam: Elsevier.
   Google Scholar
• Lindquist I, Engardt M, Garnham L, Poland F, Richardson B 2006 Development pathways in learning to be a physiotherapist. Physiotherapy Research International 11: 129–139.
   PubMedGoogle Scholar
• Lindquist I, Engardt M, Richardson B 2010 Learning to be a physiotherapist: a metasynthesis of qualitative studies. Physiotherapy Research International 15: 103–110.
   PubMedGoogle Scholar
• Lo K, Osadnik C, Leonard M, Maloney S 2015 Differences in student and clinician perceptions of clinical competency in undergraduate physiotherapy. New Zealand Journal of Physiotherapy 43: 11–15.
   Google Scholar
• Mącznik A, Ribeiro DC, Baxter GD 2015 Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users’ perceptions. BMC Medical Education 15: 160.
   PubMed Web of Science ®Google Scholar
• Maloney S, Storr M, Paynter S, Morgan P, Ilic D 2013 Investigating the efficacy of practical skill teaching: a pilot-study comparing three educational methods. Advances in Health Sciences Education 18: 71–80.
   PubMed Web of Science ®Google Scholar
• Mason M 2010 Sample size and saturation in PhD studies using qualitative interviews. Qualitative Social Research 3. http://www.qualitative-research.net/index.php/fqs/index
   Google Scholar
• Mezirow J 1990 Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco: Jossey-Bass.
   Google Scholar
• Monrouxe L, Rees C, Endacott R, Ternan E 2014 ‘Even now it makes me angry’: Health care students’ professionalism dilemma narratives. Medical Education 48: 502–517.
   PubMed Web of Science ®Google Scholar
• Navarro KM 2014 A conceptual model of division: Student-athletes’ career construction processes. College Student Affairs Journal 1: 219–235.
   Google Scholar
• Olsen N, Bradley P, Espehaug B, Nortvedt M, Lygren H, Frisk B, Bjordal J, Baradaran HR 2015 Impact of a multifaceted and clinically integrated training program in evidence-based practice on knowledge, skills, beliefs and behaviour among clinical instructors in physiotherapy: a non-randomized controlled study. PLoS One 10: e0124332.
   PubMed Web of Science ®Google Scholar
• Parviainen J, Aromaa J 2017 Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training. Sport, Education and Society 22: 477–492.
   Web of Science ®Google Scholar
• Polkinghorne DE 1995 Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education 8: 5–23.
   Google Scholar
• Price S, McGillis L, Angus J, Peter E 2013 Choosing nursing as a career: A narrative analysis of millennial nurses‘ career choice of virtue. Nursing Inquiry 20: 305–316.
   PubMed Web of Science ®Google Scholar
• Probst M, Skjaerven L 2018 Physiotherapy in Mental Health and Psychiatry: A Scientific and Clinical Based Approach. London: Elsevier.
   Google Scholar
• Prout S, Lin E, Nattabi B, Green C 2014 ‘I could never have 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
• Reeve J, Skinner M, Lee AM, Wilson L, Alison J 2012 Investigating factors influencing 4th-year physiotherapy students‘ opinions of cardiorespiratory physiotherapy as a career path. Physiotherapy Theory and Practice 28: 391–401.
   PubMedGoogle Scholar
• Ricoeur P 1984 Time and Narrative, Vol. 1. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Riessman CK 2008 Narrative Methods for the Human Sciences, pp. 11–14. Thousand Oaks, CA: Sage.
   Google Scholar
• Rossettini G, Rondoni A, Palese A, Cecchetto S, Vicentini M, Bettale F, Furri L, Testa M 2017 Effective teaching of manual skills to physiotherapy students: a randomised clinical trial. Medical Education 51: 826–838.
   PubMed Web of Science ®Google Scholar
• Ruitenberg C, Towle A 2015 ‘How to do things with words’ in health professions education. Advances in Health Sciences Education 20: 857–872.
   PubMed Web of Science ®Google Scholar
• Sevenhuysen S, Farlie M, Keating K, Haines JL, Molloy E 2015 Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study. Journal of Physiotherapy 61: 87–92.
   PubMed Web of Science ®Google Scholar
• Sevenhuysen S, Thorpe J, Molloy E, Keating J, Haines T 2017 Peer assisted learning in education of allied health professional students in the clinical setting: a systematic review. Journal of Allied Health 46: 26–35.
   PubMedGoogle Scholar
• Shields N, Taylor N 2014 Physiotherapy students’ self-reported assessment of professional behaviours and skills while working with young people with disability. Disability and Rehabilitation 21: 1834–1839.
   Google Scholar
• Skaniakos T, Piirainen A 2019 The meaning of peer group mentoring in the university context. International Journal of Evidence Based Coaching and Mentoring 17: 19–33.
   Web of Science ®Google Scholar
• Täks M 2015 Engineering Students’ Experiences of Entrepreneurship Education: A Qualitative Approach. Estonia: Institute of Education, Faculty of Social Sciences and Education, University of Tartu.
   Google Scholar
• Tynjälä P, Heikkinen H, Kallio E 2020 Integrating work and learning in higher education and VET: theoretical point of view. In: Cairns L, Malloch M, O’Connor B (Eds) SAGE Handbook of Learning and Work. (Accepted to be published).
   Google Scholar
• Tynjälä P, Virtanen A, Klemola U, Rasku-Puttonen H 2016 Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education 39: 368–387.
   Web of Science ®Google Scholar
• World Confederation for Physical Therapy 2011 WCPT Guideline for Physical Therapist Professional Entry Level Education. London, UK: WCPT Policy statement: Education. http://www.wcpt.org/sites/wcpt.org/files/files/PS_Education_Sept2011.pdf.
   Google Scholar