Sarah Barradell | Swinburne University of Technology, Hawthorn (original) (raw)
Address: Bundoora, Victoria, Australia
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Papers by Sarah Barradell
Returning history to the educational formation of health professionals in Australia
Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative synthesis
Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry
The identification of threshold concepts: a review of theoretical complexities and methodological challenges
Moving forth: Imagining physiotherapy education differently
Physiotherapy Theory and Practice, 2017
Innovations in Education and Teaching International, 2013
ABSTRACT Threshold concepts, student learning and curriculum are constructs within a learning and... more ABSTRACT Threshold concepts, student learning and curriculum are constructs within a learning and teaching discourse foregrounded by Meyer and Land . In this paper, we introduce a conceptual model that integrates these three constructs and identifies desired outcomes at the intersects: namely the processes of (1) ways of thinking and practising, (2) liminality, (3) meaningful learning and (4) metalearning. The model is holistic and scholars participating in the threshold concept discourse may find it helpful as a way to bring together various ideas; these ideas when understood as part of a whole provide a more systematic way of thinking about how to advance educational practice. By way of examples from our own personal experiences in health professional education, we highlight ways we have used aspects of the model to strengthen preparation of practice-ready graduates.
Returning history to the educational formation of health professionals in Australia
Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative synthesis
Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry
The identification of threshold concepts: a review of theoretical complexities and methodological challenges
Moving forth: Imagining physiotherapy education differently
Physiotherapy Theory and Practice, 2017
Innovations in Education and Teaching International, 2013
ABSTRACT Threshold concepts, student learning and curriculum are constructs within a learning and... more ABSTRACT Threshold concepts, student learning and curriculum are constructs within a learning and teaching discourse foregrounded by Meyer and Land . In this paper, we introduce a conceptual model that integrates these three constructs and identifies desired outcomes at the intersects: namely the processes of (1) ways of thinking and practising, (2) liminality, (3) meaningful learning and (4) metalearning. The model is holistic and scholars participating in the threshold concept discourse may find it helpful as a way to bring together various ideas; these ideas when understood as part of a whole provide a more systematic way of thinking about how to advance educational practice. By way of examples from our own personal experiences in health professional education, we highlight ways we have used aspects of the model to strengthen preparation of practice-ready graduates.