Keep the momentum going: pushing the boundaries of clinical learning and assessment

Lucy Chipchase, Felicity Blackstock, Shane Patman, Anton Barnett-Harris

Research output: Contribution to journalEditorial

1 Citation (Scopus)

Abstract

The tertiary education sector in Australia and New Zealand has undergone rapid, sometimes unsettling, change in the last 20 years. The sector now faces a complex array of challenges impacted upon by national and international competition, globalisation, digital disruption, the changing expectations of the student body, and the threat of deregulation.1, 2 However, entry-level physiotherapy education continues to thrive in this constantly evolving environment, and faces challenges ‘head on’ by providing innovative solutions to some of the stressors, strains and barriers felt by both physiotherapy academics and clinicians.3, 4 This editorial argues that while this relentless change may often be difficult to adjust to, novel and innovative solutions to the many challenges faced in the provision of physiotherapy education provide breakthroughs that may not be possible if reliant on traditional, sometimes deeply entrenched, ways of thinking and doing things.
LanguageEnglish
Pages205-207
Number of pages2
JournalJournal of Physiotherapy
Volume64
Issue number4
DOIs
Publication statusPublished - 2018

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Chipchase, Lucy ; Blackstock, Felicity ; Patman, Shane ; Barnett-Harris, Anton. / Keep the momentum going: pushing the boundaries of clinical learning and assessment. In: Journal of Physiotherapy. 2018 ; Vol. 64, No. 4. pp. 205-207.
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Chipchase, L, Blackstock, F, Patman, S & Barnett-Harris, A 2018, 'Keep the momentum going: pushing the boundaries of clinical learning and assessment', Journal of Physiotherapy, vol. 64, no. 4, pp. 205-207. https://doi.org/10.1016/j.jphys.2018.08.002

Keep the momentum going: pushing the boundaries of clinical learning and assessment. / Chipchase, Lucy; Blackstock, Felicity; Patman, Shane; Barnett-Harris, Anton.

In: Journal of Physiotherapy, Vol. 64, No. 4, 2018, p. 205-207.

Research output: Contribution to journalEditorial

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