Barradell Sarah
a College of Science, Health and Engineering , La Trobe University , Bundoora , Victoria , Australia.
b School of Education and Social Work , The University of Sydney , Sydney , New South Wales , Australia.
Physiother Theory Pract. 2017 Jun;33(6):439-447. doi: 10.1080/09593985.2017.1323361. Epub 2017 May 16.
Contemporary and future physiotherapists are, and will be, presented with challenges different to their forebears. Yet, physiotherapy tends to remain tied to historical ways of seeing the world: these are passed down to generations of physiotherapy graduates. These historical perspectives privilege particular knowledge and skills so that students gain competency for graduation. However, contemporary practice is inherently more complex than the focus on knowledge and skills would have us believe. Professional life requires students to develop the capability to deal with uncertain and diverse futures. This paper argues that physiotherapy needs to think differently about entry-level education; the focus on knowledge and competencies that has been the mainstay in physiotherapy education must now be understood in the context of an education that embraces knowing, doing, being. Two educational frameworks are offered in support of this argument - threshold concepts and ways of thinking and practicing (WTP). Taken together, these ideas can assist physiotherapy to think in fresh ways about disciplinary learning. Threshold concepts and WTP help to understand the nature of a discipline: its behaviors, culture, discourses, and methods. By interrogating the discursive aspects of the discipline, physiotherapy educators will be better placed to provide more relevant preparation for practice.
当代及未来的物理治疗师面临着与前辈们不同的挑战。然而，物理治疗往往仍与看待世界的历史方式紧密相连：这些方式代代相传给物理治疗专业的毕业生。这些历史观点赋予了特定的知识和技能特权，以便学生获得毕业所需的能力。然而，当代实践本质上比仅关注知识和技能所让我们认为的更为复杂。职业生涯要求学生培养应对不确定和多样未来的能力。本文认为，物理治疗需要对入门级教育进行不同的思考；物理治疗教育中一直作为支柱的对知识和能力的关注，现在必须在包含认知、行动、存在的教育背景下加以理解。本文提供了两个教育框架来支持这一论点——阈值概念以及思维与实践方式（WTP）。综合起来，这些理念有助于物理治疗以全新的方式思考学科学习。阈值概念和WTP有助于理解一门学科的本质：其行为、文化、话语和方法。通过审视该学科的话语层面，物理治疗教育工作者将更有能力为实践提供更具相关性的准备。
