Developing allied health collaborative practice capability for contemporary healthcare landscapes: serendipitous and deliberate
DOI:
https://doi.org/10.21153/jtlge2025vol16no1art2111Abstract
Collaboration is key for success across multiple industries, including healthcare settings. In order to prepare students for contemporary and future healthcare landscapes, there is scope for higher education to embrace development of a range of capabilities for collaboration, including those that might be less visible and hard to measure. Using practice theories as a lens, this research explored collaboration in healthcare landscapes as ‘collaborative practice.’ Our research focussed on the preparation of allied health students for collaborative practice. As key contributors to collaborative models of healthcare, allied health professionals comprise a wide range of health professions, come from diverse origins and have a relatively flat hierarchical structure. This qualitative research informed by philosophical hermeneutics explored perceptions of allied health academics and students as people deeply entrenched in higher education and its role in enhancing employability. Our research found that capabilities for allied health collaborative practice are currently being deliberately and serendipitously developed. Deliberate development occurred across teaching strategies of case and problem-based learning and simulation-based scenarios. Serendipitous development largely occurred as part of work integrated learning (WIL). Use of practice theories highlighted how capabilities for collaborative practice, including the less-visible capabilities, can be more intentionally developed in allied health higher education. Educators and WIL supervisors are invited to reflect on their own practice and the roles they play in intentionally developing these capabilities with and for students. Further, including capabilities for collaborative practice as part of allied health registration and practice thresholds may help bring them into focus.
Metrics
References
Adler, K., Salanterä, S., & Zumstein-Shaha, M. (2019). Focus group interviews in child, youth, and parent research: An integrative literature review. International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406919887274
Allied Health Professions Australia. (2024). Allied Health Professions. https://ahpa.com.au/allied-health-professions/
Angeles, M., Crosland, P., & Hensher, M. (2023). Challenges for Medicare and universal healthcare in Australia since 2000. Medical Journal of Australia, 218(7), 322-329. https://doi.org/10.5694/mja2.51844
Ankersmit, S., Rezaei, J., & Tavasszy, L. (2014). The potential of horizontal collaboration in airport ground freight services. Journal of Air Transport Management, 40, 169–181. https://doi.org/10.1016/j.jairtraman.2014.07.005
Australian Association of Social Workers. (2023). AASW Practice Standards (media release no. 131/2017). https://aasw-prod.s3.ap-southeast-2.amazonaws.com/wp-content/uploads/2023/05/AASW-Practice-Standards-FEB2023-1.pdf
Australian Bureau of Statistics. (2017, October 23). Australians pursuing higher education in record numbers. https://www.abs.gov.au/AUSSTATS/abs@.nsf/mediareleasesbyReleaseDate/1533FE5A8541D66CCA2581BF00362D1D
Baker, S., Morrone, A., & Gable, K. (2004). Allied health deans' and program directors' perspectives of specialized accreditation effectiveness and reform. Journal of Allied Health, 33(4), 247-254. https://www.ingentaconnect.com/content/asahp/jah/2004/00000033/00000004/art00005?crawler=true
Baartman, L., & Quinlan, K. (2023). Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education, 28(2), 57–67. https://doi.org/10.1080/13603108.2023.2283118
Benjamin, C., & Keenan, C. (2006). Implications of introducing problem-based learning in a traditionally taught course. Engineering education, 1(1), 2-7. https://doi.org/10.1080/17500052.2006.11642153
Butler-Henderson, K., Dalton, L., Probst, Y., Maunder, K., & Merolli, M. (2020). A meta-synthesis of competency standards suggest allied health are not prepared for a digital health future. International Journal of Medical Informatics, 144. https://doi.org/10.1016/j.ijmedinf.2020.104296
Berghout, T. (2021). How are nurse educators prepared to teach interprofessional practice?. Nurse education today, 98. https://doi.org/10.1016/j.nedt.2021.104745
Bond University. (2024). Doctor of Physiotherapy. https://bond.edu.au/program/doctor-of-physiotherapy
Boaro, N., Fancott, C., Baker, R., Velji, K., & Andreoli, A. (2010). Using SBAR to improve communication in interprofessional rehabilitation teams. Journal of Interprofessional Care, 24(1), 111-114. https://doi.org/10.3109/13561820902881601
Bowles, M., Ghosh, S., & Thomas, L. (2020). Future-proofing accounting professionals: Ensuring graduate employability and future readiness. Journal of Teaching and Learning for Graduate Employability,11(1), 1–21. https://doi.org/10.21153/jtlge2020vol11no1art886
Braithwaite, J. & Fisher, G. (2024). Beyond the aspirational: creating the future of health care in Australia. Internal Medicine Journal, 54(2), 342-347. https://doi.org/10.1111/imj.16286
Braithwaite, J., Glasziou, P., & Westbrook, J. (2020). The three numbers you need to know about healthcare: the 60-30-10 challenge. BMC medicine, 18, 1-8. https://doi.org/10.1186/s12916-020-01563-4
Bruns, A. (2012). Reconciling community and commerce? Collaboration between produsage communities and commercial operators. Information, Communication & Society, 15(6), 815–835. https://doi.org/10.1080/1369118X.2012.680482
Campitelli, G., & Gobet, F. (2011). Deliberate Practice: Necessary But Not Sufficient. Current Directions in Psychological Science, 20(5), 280-285. https://doi.org/10.1177/0963721411421922
Canadian Interprofessional Health Collaborative. (2024, April). CIHC Competency Framework for Advancing Collaboration. https://cihc-cpis.com/wp-content/uploads/2024/06/CIHC-Competency-Framework.pdf
Cant, R., Ryan, C., & Kelly, M. A. (2023). Use and Effectiveness of Virtual Simulations in Nursing Student Education: An Umbrella Review. Computers, Informatics, Nursing, 41(1), 31–38.
https://doi.org/10.1097/CIN.0000000000000932
Chance-Larsen, K., Backhouse, M., Collier, R., Wright, C., Gosling, S., Harden, B., Marsh, S., Kay, P., Wyles, H., Erwin, J., & Woolf, A. (2019). Developing a national musculoskeletal core capabilities framework for first point of contact practitioners. Rheumatology Advances in Practice, 3(2). https://doi.org/10.1093/rap/rkz036
Chandan, K., Kealey, C., Timpson, P., & Murphy, B. (2022). Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme – allied healthcare case-study. Higher Education, Skills and Work-Based Learning, 12(4), 791-806. https://doi.org/10.1108/HESWBL-03-2021-0058
Chen, D. W., Gerolamo, A. M., Harmon, E., Bistline, A., Sicks, S., & Collins, L. (2018). Interprofessional collaborative practice in the medical intensive care unit: A survey of caregivers’ perspectives. Journal of general internal medicine, 33, 1708-1713. https://doi.org/10.1007/s11606-018-4623-3
Clegg. S., & Stevenson, J. (2013). The interview reconsidered: context, genre, reflexivity and interpretation in sociological approaches to interviews in higher education research, Higher Education Research & Development, 32(1), 5-16, https://doi.org/10.1080/07294360.2012.750277
Clelland, C. (2015). Building the business case for allied health care professionals in family physician practices in British Columbia. BCMJ, 57(1), 15-17. https://bcmj.org/special-feature/building-business-case-allied-health-care-professionals-family-physician-practices
Çoban, Ö., Özdemir, N., & Bellibaş, M. Ş. (2023). Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model. Educational Management, Administration & Leadership, 51(1), 95–115. https://bcmj.org/special-feature/building-business-case-allied-health-care-professionals-family-physician-practices
Colman, N., Wiltrakis, S., Holmes, S., Hwu, R., Iyer, S., Nandranie, G., Mathai, C., Gillespie, S., & Hebba, K. (2024). A comparison of rapid cycle deliberate practice and traditional reflective debriefing on interprofessional team performance. BMC Medical Education, 24(122). https://doi.org/10.1186/s12909-024-05101-1
Crisp, G., Letts, W., & Higgs, J. (2019). What does all this mean for higher education? In J. Higgs, G. Crisp, & W. Letts (Eds). Education for Employability (Volume 1) (219-228). Brill Publishing. https://doi.org/10.1163/9789004400832_019
Croker, A., Trede, F., & Higgs, J. (2012). Collaboration: What is it like?–Phenomenological interpretation of the experience of collaborating within rehabilitation teams. Journal of interprofessional care, 26(1), 13-20. https://doi.org/10.3109/13561820.2011.623802
Curtin University. (2013). Interprofessional Capability Framework: Faculty of Health Sciences. https://www.curtin.edu.au/resources/file/faculty/hs/interprofessional_A5_broch_1-29072015.pdf
Curtin University. (2024). Industry experience and work integrated learning information. https://www.curtin.edu.au/students/experience/industry/
Davidson, A., Kelly, J., Ball, L., Morgan, M., & Reidlinger, D. (2022). What do patients experience? Interprofessional collaborative practice for chronic conditions in primary care: an integrative review. BMC Primary Care, 23(8), 1-12. https://doi.org/10.1186/s12875-021-01595-6
de Andrade Gomes, J., Braga, L. A. M., Cabral, B. P., Lopes, R. M., & Mota, F. B. (2024). Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013–2022). Medical Science Educator, 34, 551–560. https://doi.org/10.1007/s40670-024-02003-1
Delany, C., & Golding, C. (2014). Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators. BMC Medical Education, 14(20). https://doi.org/10.1186/1472-6920-14-20
Dieticians Australia. (2021). National Competency Standards for Dieticians in Australia. https://dietitiansaustralia.org.au/sites/default/files/2022-09/National%20Competency%20Standards%20for%20Dietitians%20in%20Australia.pdf
Dobson, H., Malpas, C., Burrell, A., Gurvich, C., Chen, L., Kularni, J., & Winton-Borwn, T. (2021). Burnout and psychological distress amongst Australian healthcare workers during the COVID-19 pandemic. Australasian Psychiatry, 29(1), 26–30. https://doi.org/10.1177/1039856220965045
Donkin, R., Yule, H., & Fyfe, T. (2023). Online case-based learning in medical education: a scoping review. BMC Medical Education, 23(1), 564. https://doi.org/10.1186/s12909-023-04520-w
Ericsson, K. (2006). Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts’ performance on representative tasks. In K. A. Ericsson, N. Charness, P. Feltovich, & R. R. Hoffman (Eds.). Cambridge Handbook of Expertise and Expert Performance (223-242). Cambridge University Press. https://doi.org/10.1017/cbo9780511816796.013
Ericsson, K. A. (2007). Deliberate practice and the modifiability of body and mind: Toward a science of the structure and acquisition of expert and elite performance. International Journal of Sport Psychology, 38, 4–34. https://psycnet.apa.org/record/2007-06716-002
Ericsson, K. (2008). Deliberate practice and acquisition of expert performance: a general overview. Academic Emergency Medicine, 15(11), 988-994. https://doi.org/10.1111/j.1553-2712.2008.00227.x
Finlay, L. (2002). Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209-230. http://doi.org/10.1177/146879410200200205
Fox, S., Gaboury, I., Chiocchio, F., & Vachon, B. (2019). Communication and Interprofessional Collaboration in Primary Care: From Ideal to Reality in Practice. Health Communication, 36(2), 125–135. https://doi.org/10.1080/10410236.2019.1666499
Gadamer, H. (1975). Truth and method (G. Barden & J. Cumming, trans.). The Seabury Press.
Gergerich, E., Boland, D., & Scott, M. A. (2019). Hierarchies in interprofessional training. Journal of Interprofessional Care, 33(5), 528-535. https://doi.org/10.1080/13561820.2018.1538110
Green, B. (2009). The primacy of practice and the problem of representation. In B. Green (Ed.), Understanding and researching professional practice (pp. 39-54). Sense Publications. https://doi.org/10.1163/9789087907327_004
Gill, S. (2015). "Holding Oneself Open in a Conversation"--Gadamer's Philosophical Hermeneutics and the Ethics of Dialogue. Journal of Dialogue Studies, 3(1). https://www.dialoguestudies.org/wp-content/uploads/2015/05/Journal-of-Dialogue-Studies_Volume-3_Number-1.pdf#page=11
Gittell, J., Godfrey, M., & Thistlethwaite, J. (2012). Interprofessional collaborative practice and relational coordination: Improving healthcare through relationships. Journal of Interprofessional Care, 27(3), 210-213. https://doi.org/10.3109/13561820.2012.730564
Gowda, D., Curran, T., Khedagi, A., Mangold, M., Jiwani, F., Desai, U., Charon, R., & Balmer, D. (2019). Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation. Perspectives on Medical Education, 8, 52-59. https://doi.org/10.1007/S40037-019-0497-2
Gribch, C. (2010). Qualitative Data Analysis. In J. Higgs, N. Cherry, R Macklin & R. Ajjawi (Eds.), Researching Practice: A Discourse on Qualitative Methodologies (pp. 173-184). Sense Publications.
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292. https://doi.org/10.1016/j.socscimed.2021.114523
Higgs, J. (2012). Realising practical wisdom from the pursuit of wise practice. In E. A. Kinsella & A. Pitman (Eds.), Phronesis as professional knowledge (pp. 73-86). Sense Publications.
Higgs, J. (2013). Professional socialisation. In S. Loftus, T. Gerzina, J. Higgs, M. Smith & E. Duffy (Eds.), Educating Health Professionals: Becoming a university educator, (83-92). Sense Publications. https://dlib.scu.ac.ir/bitstream/Hannan/310976/2/9789462093539.pdf
Higgs, J. (2018). Practice communities and cultures: a context for developing practice capabilities. In N. Patton, J. Higgs, & M. Smith (Eds). Developing Practice Capability: Transforming Workplace Learning (33-44). Sense Publications. https://doi.org/10.1163/9789004366923_003
Holdsworth, S., & Thomas, I. (2021). Competencies or capabilities in the Australian higher education landscape and its implications for the development and delivery of sustainability education. Higher Education Research & Development, 40(7), 1466-1481. https://doi.org/10.1080/07294360.2020.1830038
Hovey, R., Vigouroux, M., Noushi, N., Pavate, V., & Amja, K. (2022). Applied Philosophical Hermeneutic Research: the unmethod. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221101237
Hyllegard, R., & Bories, T. (2009). Deliberate practice theory: perceived relevance, effort and inherent enjoyment of music practice: study II. Perceptual and Motor Skills, 109, 431-440. https://doi.org/10.2466/PMS.109.2.431-440
Interprofessional Education Collaborative. (2023, November 20). IPEC Core Competencies for Interprofessional Collaborative Pratice: Version 3. https://www.ipecollaborative.org/assets/core-competencies/IPEC_Core_Competencies_Version_3_2023.pdf
Itani, O., Jaramillo, F., & Chonko, L. (2019). Achieving Top Performance While Building Collegiality in Sales: It All Starts with Ethics. Journal of Business Ethics, 156, 417–438. https://doi.org/10.1007/s10551-017-3598-z
Keshmiri, F., Jafari, M., Dehghan, M., Raee-Ezzabadi, A., & Ghelmani, Y. (2020). The effectiveness of interprofessional education on interprofessional collaborative practice and self-efficacy. Innovations in Education and Teaching International, 58(4), 408–418. https://doi.org/10.1080/14703297.2020.1763827
Kemmis, S. (2022). Changing the world: The dynamics of transformation. In Transforming Practices: Changing the World with the Theory of Practice Architectures (pp. 7-36). Springer. https://doi.org/10.1007/978-981-16-8973-4_2
Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice. In S. Kemmis, M. Mattsson, P. Ponte & K. Ronnerman (Eds.). Enabling Praxis (pp. 37-62). Brill. https://doi.org/10.1163/9789087903275_004
Kim, S., Bochatay, N., Relyea-Chew, A., Buttrick, E., Amdahl, C., Kim, L., Frans, E., Mossanen, M., Khandekar, A., Fehr, R., & Lee, Y. (2017). Individual, interpersonal, and organisational factors of healthcare conflict: A scoping review. Journal of Interprofessional Care, 31(3), 282-290. https://doi.org/10.1080/13561820.2016.1272558
Kingsbury, M. P., & Lymn, J. S. (2008). Problem-based learning and larger student groups: mutually exclusive or compatible concepts–a pilot study. BMC Medical Education, 8(35), 1-10. https://doi.org/10.1186/1472-6920-8-35
Koch, T. (1996). Implementation of a hermeneutic inquiry in nursing: philosophy, rigour and representation. Journal of Advanced Nursing, 24(1), 174-184. https://doi.org/10.1046/j.1365-2648.1996.17224.x
Kuldova, T. (2021). The cynical university: Gamified subjectivity in Norwegian academia. Ephemera : Theory and Politics in Organization, 21(3), 43-71. https://oda.oslomet.no/oda-xmlui/bitstream/handle/11250/2833210/The%2Bcynical%2Buniversity.pdf?sequence=1&isAllowed=y
Lawless, G. J., Constantineau, P., & Dizboni, A. (2017). A Hermeneutic Analysis of Military Operations in Afghanistan. Springer. https://doi.org/10.1057/978-1-137-60012-7
Martin, P., Pighills, A., Sinclair, L ., & Argus, G. (2023). Healthcare workers’ understanding of interprofessional education and collaborative practice in regional health settings: a survey study. Focus on Health Professional Education, 24(3), 78-94. https://doi.org/10.11157/fohpe.v24i3.634
McIlveen, P. (2018). Defining employability for the new era of work: A submission to The Senate Select Committee on the Future of Work and Workers. https://doi.org/10.13140/RG.2.2.23333.60646
McNaughton, S. M., Flood, B., Morgan, C. J., & Saravanakumar, P. (2021). Existing models of interprofessional collaborative practice in primary healthcare: a scoping review. Journal of Interprofessional Care, 35(6), 940–952. https://doi.org/10.1080/13561820.2020.1830048
Medical Board Ahpra. (2020, October). Good medical practice: a code of conduct for doctors is Australia. https://www.ahpra.gov.au/documents/default.aspx?record=WD20%2f30051&dbid=AP&chksum=9BSTs75R4%2fcPJY7vrmzHPg%3d%3d
Miles, A., Friary, P., Jackson, B., Sekula, J., & Braakhuis, A. (2016). Simulation-based dysphagia training: Teaching interprofessional clinical reasoning in a hospital environment. Dysphagia, 31, 407-415. https://doi.org/10.1007/s00455-016-9691-0
Morley, L., & Cashell, A. (2017). Collaboration in healthcare. Journal of Medical Imaging and Radiation Sciences, 48, 207-216. http://dx.doi.org/10.1016/j.jmir.2017.02.071
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2024). Demystification and actualisation of data saturation in qualitative research through thematic analysis. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241229777
Naldemirci, O., Wolf, A., Elam, M., Lydahl, D., Moore, L., & Britten, N. (2017). Deliberate and emergent strategies for implementing person-centred care: a qualitative interview study with researchers, professionals and patients. BMC Health Services Research, 17, 527. https://doi.org/10.1186/s12913-017-2470-2
Nestel, D., & Gough, S. (2018). Educating for professional practice through simulation. In C. Delany & E. Molloy (Eds). Learning and Teaching in Clinical Contexts: A Practical Guide. (175-12). Elsevier.
Ngoepe, L., & Wakelin-Theron, N. (2023). Employability attributes of hospitality graduates and expectations of hotel managers. Journal of Teaching and Learning for Graduate Employability,14(1), 88–103. https://doi.org/10.21153/jtlge2023vol14no1art1565
Nursing and Midwifery Board. (2024). Registered Nurse Standards for Practice. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/registered-nurse-standards-for-practice.aspx
Occupational Therapy Board of Australia. (2019). Australian occupational therapy competency standards 2018. https://tinyurl.com/bdzaryf5
Olson, R., & Brosnon, C. (2017). Examining interprofessional education through the lens of interdisciplinarity: power, knowledge and new ontological subjects. Examining Interprofessional Education, 55(3), 299-319. https://doi.org/10.1007/s11024-017-9316-2
Paterson, M., & Higgs, J. (2005). Using hermeneutics as a qualitative research approach in professional practice. The Qualitative Report, 10(2), 339-357. https://doi.org/10.46743/2160-3715/2005.1853
Paton, I., Patton, N., & Croker, A. (2024). Allied health collaborative practice capability: A coalescence of capabilities. Journal of Allied Health, 52(1), 45-50. https://www.proquest.com/docview/2958039781/fulltextPDF/84FDDAD1F58E4A48PQ/1?accountid=10344&sourcetype=Scholarly%20Journals
Patton, N., (2018). Using practice and workplace learning theories to enhance clinical learning spaces. In N. Patton, J. Higgs & M. Smith (Eds.), Developing Practice Capability: Transforming Workplace Learning (pp. 61-68). Sense Publications. https://doi.org/10.1163/9789004366923_005
Patton, N., & Higgs, J. (2018). Professional practice. In N. Patton, J. Higgs, & M. Smith (Eds.), Developing practice capability: Transforming workplace learning (pp. 3-14). Sense Publications. https://doi.org/10.1163/9789004366923_001
Paramedicine Board of Australia. (2024). Professional standards. https://www.paramedicineboard.gov.au/Professional-standards.aspx
Piras, I., Canzan, F., & Letizia, D. S. (2024). Cognitive flexibility and professional identity in nursing students: The modelling role. Journal of Nursing Education, 63(11), 764-772. https://doi.org/10.3928/01484834-20240628-01
Podiatry Board of Australia. (2024). Podiatry Professional Capabilities. https://www.podiatryboard.gov.au/Registration-Endorsement/Podiatry-professional-capabilities.aspx
Physiotherapy Board of Australia. (2023). Physiotherapy practice thresholds in Australia and Aotearoa New Zealand. https://cdn.physiocouncil.com.au/assets/volumes/downloads/Physiotherapy-Board-Physiotherapy-practice-thresholds-in-Australia-and-Aotearoa-New-Zealand.PDF
Rabionet, S. (2011). How I learned to design and conduct semi-structured interviews: an ongoing and continuous journey. The Qualitative Report, 16(2), 563-566. https://doi.org/10.46743/2160-3715/2011.1070
Ramsbotham, O. (2019). Hans-Georg Gadamer's Truth and Method revisited: on the very idea of a fusion of horizons in intense, asymmetric, and intractable conflicts. Journal of Dialogue Studies, 7, 73-92. https://www.dialoguestudies.org/wp-content/uploads/2019/12/Journal-of-Dialogue-Society-VOL-7.pdf#page=75
Reinstein, I., Hill, J., Cook, D., Lineberry, M., & Pusic, M. (2021). Multi-level longitudinal learning curve regression models integrated with item difficulty metrics for deliberate practice of visual diagnosis: groundwork for adaptive learning. Advances in Health Sciences Education, 26, 881–912. https://doi.org/10.1007/s10459-021-10027-0
Rich, K., Murray, K., Smith, H., & Jelbart, N. (2021). Interprofessional practice in health: A qualitative study in psychologists, exercise physiologists, and dietitians. Journal of interprofessional care, 35(5), 682–690. https://doi.org/10.1080/13561820.2020.1803226
Rouse, J. (2007). Practice Theory. In S. Turner & M. Risjord (Eds.), Handbook of the Philosophy of Science: Philosophy of Anthropology and Sociology (pp. 639-681). Elsevier. https://doi.org/10.1016/B978-044451542-1/50020-9
Savery, J. R. (2006). Overview of problem-based learning: definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
Schatzki, T. (2002). Social Science in Society. Inquiry, 45(1), 119-138. https://doi.org/10.1080/002017402753556652
Schatzki, T. (2010). Materiality and Social Life. Nature and Culture, 5(2), 123-149. https://doi.org/10.3167/nc.2010.050202
Schwandt, T. (2005). On modelling our understanding of the practice fields. Pedagogy, Culture & Society, 13(3), 313-332. https://doi.org/10.1080/14681360500200231
Seevaratnam, V., Gannaway, D., and Lodge, J. (2023). Design thinking-learning and lifelong learning for employability in the 21st century. Journal of Teaching and Learning for Graduate Employability, 14(1), 182–201. https://doi.org/10.21153/jtlge2023vol14no1art1631
Shulman, L. (2005). Signature Pedagogies in the Professions. Daedalus, 134(3), 52–59. https://www.jstor.org/stable/20027998
Silverman, D. (2001). Interpreting Qualitative Data: Methods for analysing talk, text and interaction (2nd ed.). Sage.
Shrivastava, S., & Suhoyo, Y. (2024). Strengthening Workplace Learning in Medical and Health Profession Education: Medical Educators’ Perspective. Journal of the Scientific Society, 51(1), 23–26. https://doi.org/10.4103/jss.jss_181_22
Smith, B. (1999). Ethical and methodologic benefits of using a reflexive journal in hermeneutic-phenomenologic research. Journal of Nursing Scholarship, 31(4), 359-363. https://doi.org/10.1111/j.1547-5069.1999.tb00520.x
Speech Pathology Australia. (2020). Professional Standards for Speech Pathologists in Australia. https://www.speechpathologyaustralia.org.au/resource?resource=409
Sutherland, K., Chessman, J., Zhao, J., Sara, G., Shetty, A., Smith, S., Went, A., Dyson, S., & Levesque, J. (2020). Impact of COVID-19 on healthcare activity in NSW, Australia. Public Health Research Practice, 30(4), 3042030. https://doi.org/10.17061/phrp3042030
Tarricone, P., & Luca, J. (2002). Employees, teamwork and social interdependence - a formula for successful business? Team Performance Management, 8(3-4), 54–59. https://doi.org/10.1108/13527590210433348
Tertiary Education Quality and Standards Agency. (2017). Guidance note: Course design (including learning outcomes and assessment). Australian Government. https://www.teqsa.gov.au/guides-resources/resources/guidance-notes/guidance-note-course-design-including-learning-outcomes-and-assessment
Thistlethwaite, J., Davies, D., Ekeocha, S., Kidd, J., MacDougall, C., Matthews, P., Purkis, J., & Clay, D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review: BEME Guide No. 23. Medical Teacher, 34(6). https://doi.org/10.3109/0142159X.2012.680939
Universities Australia. (2022). 2022 Higher education facts and figures. https://universitiesaustralia.edu.au/publication/higher-education-facts-and-figures-2022/
University of Melbourne (2023). Advancing Students and Education Strategy: 2023 - 2030 https://about.unimelb.edu.au/__data/assets/pdf_file/0031/384367/Advancing-Students-and-Education-Strategy.pdf
University of Sydney. (2023). Teaching and learning strategy: Summary and initiatives for 2023-2025. https://educational-innovation.sydney.edu.au/teaching@sydney/wp-content/uploads/2023/06/Teaching-and-Learning-Strategy-summary-and-initiatives-for-2023-2025.pdf
Wei, H., Corbett, R., Ray, J., & Wei, T. (2020). A culture of caring: the essence of healthcare interprofessional collaboration. Journal of Interprofessional Care, 34(3), 324–331. https://doi.org/10.1080/13561820.2019.1641476
Weller, J., Nestel, D., Marshall, S., Brooks, P., & Conn, J. (2012). Simulation in clinical teaching and learning. The Medical Journal of Australia, 196(9), 594. https://doi.org/10.5694/mja10.11474
World Health Organisation (2010). Framework for Action on Interprofessional Education & Collaborative Practice. Health Professions Networks Nursing and Midwifery Office, Department of Human Resources for Health. https://iris.who.int/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf;jses%20sionid=26B8A5B88960F8E477CA2E8B204555F9?sequence
Wyres, M., & Taylor, N. (2020). Covid-19: using simulation and technology-enhanced learning to negotiate and adapt to the ongoing challenges in UK healthcare education. British Medical Journal of Simulation & Technology Enhanced Learning, 6(6), 317-319. https://doi.org/10.1136/bmjstel-2020-000642
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Isabel Paton, Narelle Patton, Anne Croker
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
