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An editorial is presented on reading analyses by others promoting the internal reflection and learning. Topics include research playing an important role as a source of information supporting the professional educational endeavor; and working person-centred showing about professional attitude and values as having the knowledge.

Background: Best practice in physical therapy education requires good quality and quantity of research based on authentic learning settings and teaching practices. Facilitating large multisite research and large data sets for analysis has the potential to contribute to a strong research base. Clinical research makes use of international and interprofessional consortiums to produce quantity and quality of research outcomes. Objectives: The paper aimed to investigate international and interprofessional co-authorship in educational research in a single journal and describe two collaborative models. Methods: The paper has two sections. (1) A review of co-authorship in 113 papers published in the Journal of Physical Therapy Education over a three and a half year period (2014 to 2017). (2) Two models of collaboration in educational research are described. Results: The literature review highlighted a pattern of almost no international collaborations but close to 27% of papers with interprofessional collaborations. Two collaborative models were presented, one an international and intraprofessional model and the second an international and interprofessional research approach. Conclusions: It is argued that creating consortiums with international and interprofessional health professionals will progress the quality of educational research in physical therapy, assisting with our educational decision-making and further improving on our learning and teaching practices. [ABSTRACT FROM AUTHOR]

Our aim was to explore the current state of e-learning activities during physiotherapy and occupational therapy education, in relation to theories and models about learning. What kind of e-learning activities were described and which were the intentions behind the use of digital support expressed in current physiotherapy and occupational therapy literature? The search was done using four different search engines. Twenty articles met the inclusion criteria and where included. Three categories of e-learning activities were identified. (1) Communication space, (2) enabling learning activities, and (3) ambition to create a learning space. The first category revolved around the individual use of social media, how it could be developed and the benefits from it in a learning environment. The second category had a narrow focus on a specific element of the learning sequence and how it is mastered and/or perceived. The third category, the theoretical base, is varied covering considerations about the learning itself from constructivist and connectivist origin and theories pertaining to the design of teaching and learning activities. The underlying theoretical support for the activity developed was only described in some of the studies. To furthering the field clearer rationale informed by research developed theories and models would promote system alignment and educational development. This review maybe of value to educators in physiotherapy and occupational therapy as it proposes frameworks that may guide in identifying approaches to improve education. [ABSTRACT FROM AUTHOR]

An introduction to articles in the issue is presented on topics including whether assessment can be counter-productive and reinforce a problematic mindset among students, tips on the practicalities of designing assessment tasks, and the use of augmented reality and gaming technology to devise ways of helping students to learn functional anatomy.

The aim was to analyze the content of students' self-reflections regarding their perceived learning strategies according to themes and categories of the Learning and Study Strategies Inventory (LASSI). The self-reflections were collected from an undergraduate online course with 32 physiotherapy students, mean age 26 years (range 20-43 years). A directed content analysis was conducted. This deductive method was used to analyze the framework in our context. The prior formulated categories of learning and study strategies from the LASSI and the three broad themes effort-related, goal-oriented and cognitive-oriented activities, were applied. The results showed support for the relevance of the themes and categories to the students' expressions in our context. The categories were represented in the students' self-reflections. This information will be useful to further support using a variety of ways to promote meta-cognition among students, such as alternating the use of self-reflections and use of the inventory. [ABSTRACT FROM AUTHOR]