Ms Sarah

Ms Sarah Barradell

Lecturer

College of Science, Health and Engineering

School of Allied Health

Department of Rehabilitation, Nutrition and Sport

Melbourne (Bundoora)

Qualifications

Bachelor of Physiotherapy (Honours), Masters in Science, Graduate Certificate in Higher Education, APA Titled Physiotherapist (Neurology)

Role

Academic

Membership of professional associations

Registered Physiotherapist (AHPRA), APA (Special Interest Groups - Neurology and Educator), HERDSA

Area of study

Physiotherapy

Brief profile

Sarah Barradell joined La Trobe University in 2008, after many years of clinical experience. Sarah has undertaken a variety of academic roles since starting at La Trobe, including Entry-Level Course Coordinator, Year Level Coordinator (3rd and 2nd year), Clinical Coordinator and Curriculum Lead. Sarah was awarded a Faculty of Health Sciences and La Trobe University Teaching Citation in 2012:  For the development of physiotherapy curricula and resources that facilitate disciplinary ways of thinking and practising. In 2013, she was also awarded an Office for Learning and Teaching Citation for Outstanding Contribution to Student Learning. She was also awarded the 2013 La Trobe University Vice Chancellor's Award for Excellence in Teaching.

Sarah’s main research focus is in health professional education. She maintains an interest in threshold concepts but her work has expanded more generally to curriculum that

 

  • thinks in new ways about professional learning and how to teach those courses,
  • better understands the learning experiences of their students, and
  • pays early consideration to bringing students into the community of practice.

Her interest in helping students to learn how to think and practise as learner physiotherapists has led to her current doctorate studies on physiotherapy practice and how it is experienced through physiotherapy education.

 

In 2015 Sarah was the Project Lead for a La Trobe University Digital Learning Innovation Grant ($16600) for 'Virtual fieldwork in healthcare'. More recently she is the Project Lead for School of Allied Health initiative around the Scholarship of Teaching and Learning that aims to establish a self-sustaining community of practice amongst staff with an interest in health professional educational research.

Teaching units

ALH1PAL Participation across the lifespan

PTY2PDA Physiotherapy Development A

ALH3CEE Community Engagement Experience

PTY4NEP Physiotherapy for people with neurological dysfunction

PTY5MCP Managing complexity in clinical practice

Recent publications

Journal Articles:

Barradell, S. (2017). Moving forth: imagining physiotherapy differently. Physiotherapy Theory and Practice. DOI: 10.1080/09593985.2017.1323361

Barradell, S., & Peseta, T. (2017). Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative research synthesis. Teaching in Higher Education, 22(3), 349-372.

Barradell, S., Blackstock, F., Tang, C.Y., & Leo, J. (2017). "Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study. International Journal of Practice-based Learning in Health and Social Care, 5(1), 12-23.

Peseta, T., Fortune, T., Jones, A., Barradell, S. & Kennedy-Jones, M. (early online) Returning history to the educational formation of health professionals in Australia. Teaching in Higher Education. DOI 10.1080/13562517.2017.1340267

Barradell, S., Barrie, S., & Peseta, T. (early online). Ways of thinking and practising: highlighting the complexities of higher education curriculum. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2017.1372299 

Barradell, S., Peseta, T., & Barrie, S. (accepted). 'There's so much to it'- the ways physiotherapy students and recent graduates experience practice. Advances in Health Sciences Education.

Barradell, S. & Peseta, T. (2016). Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry. Journal of Further and Higher Education, 40: 262-275.

Barradell, S., & Kennedy-Jones, M. (2015). Threshold concepts, student learning and curriculum: making connections between theory and practice. Innovations in Education and Teaching International, 52: 536-545.

Barradell, S. (2013). The identification of threshold concepts: a review of theoretical complexities and methodological challenges. Higher Education, 65: 265-276.

Barradell, S., Down, S., Spencer, D., & Peseta, T. (2012) Negotiating new research identities through the Graduate Certificate in Higher Education. HERDSA News, April.

Presentations:

Barradell, S., Peseta, T., & Barrie, S. (2017). “I don’t know if I’ve become one just yet” – using metaphor to describe becoming a health professional. Presentation at Australian and New Zealand Association for Health Professional Educators Conference, Adelaide, 12-14 July.

Barradell, S., Peseta, T., & Barrie, S. (2017). Collaborating with students and practitioners to explore professional ways of thinking and practising and inform curriculum renewal – an example from physiotherapy. Presentation at 3rd ProPEL conference, Linkoping, Sweden, 14-16 June.

Barradell, S. (2016). Bringing students in from the edge of threshold concepts research: a case study of ways of thinking and practising in physiotherapy. Sixth International Biennial Threshold Concepts Conference, Thresholds on the Edge, Dalhousie University, Halifax, June.

Clouder, L., Wearn, A., Neve, H., & Barradell, S. (2016). Touch: an ‘edgy’ concept for health professional practice. Sixth International Biennial Threshold Concepts Conference, Thresholds on the Edge, Dalhousie University, Halifax, June.

Fortune, T., Barradell, S. & Peseta, T. (2016). Being and becoming a professional: restoring history to the education of professions. Fifth International Academic Identities Conference, Academic life in the measured university, Sydney, June.

Barradell, S., Barrie, S. & Peseta, T. (2016). Student experiences – bridging practice and curriculum. An example from physiotherapy. Presentation at Practice Based Summit, Sydney, April. 

Barradell, S., Blackstock, F., & Morris, M. (2014). La Trobe University's Clinical Schools Model: new teaching, learning and research partnerships in physiotherapy. Presentation at Australian Physiotherapy Association Business, Leadership and Education Symposium, Cairns, Oct-Nov.

Fortune, T., Jones, A., Barradell, S., & Kennedy-Jones, M. (2014). Understanding threshold concepts: The importance of disciplinary history. Roundtable at Fifth International Biennial Threshold Concepts Conference, Threshold Concepts in Practice, Durham University, Durham, July

Barradell, S., & Peseta, T. (2014). What is the nature of the threshold concepts enquiry in health sciences? A meta-ethnographic study. Presentation at Fifth International Biennial Threshold Concepts Conference, Threshold Concepts in Practice, Durham University, Durham, July

Barradell, S., & Kennedy-Jones, M. (2014). Bringing together threshold concepts, curriculum and student learning: A model for focusing the studies of a discipline. Presentation at Fifth International Biennial Threshold Concepts Conference, Threshold Concepts in Practice, Durham University, Durham, July.

Barradell, S. (2014). Threshold Concepts and Ways of Thinking and Practising: the ontological road less travelled. Presentation at Fifth International Biennial Threshold Concepts Conference, Threshold Concepts in Practice, Durham University, Durham, July.

Barradell, S., & Kennedy-Jones, M. (2013). Threshold concepts, student learning and curriculum: making connections between theory and practice. Presentation at Transforming Disciplines: Emergent Learning and Threshold Concepts Conference, New Zealand, November.

Barradell, S., & Jones, L. (2013). Reflective and effective: theory, tools and experiences to support learner physiotherapists. PeArL at Australian Physiotherapy Association Conference, Melbourne, October.

Barradell, S. (2013). The Knowing, Acting, Being of Health Professionals: what does this mean for education? PeArL at Australian and New Zealand Association for Health Professional Educators, Melbourne, June.

Bruder, A., Barradell, S., & Jones, L. (2012). The Physiotherapy Clinical Educators Resource Kit: Enhancing Clinical Education. Presentation at La Trobe University Curriculum Teaching learning Colloquium, December, Bundoora, Australia.

Barradell, S., Kennedy-Jones, M. & Fortune, T. (2012). Threshold Concepts: Enabling Disciplinary Connection. Presentation at La Trobe University Curriculum Teaching learning Colloquium, December, Bundoora, Australia.

Barradell, S. (2012). Challenges in identifying threshold concepts: a physiotherapy case study using transactional curriculum inquiry. Poster presentation for 4th Threshold Concepts Conference, June, Dublin, Ireland.

Barradell, S. (2012). Visible learning of threshold concepts - an example of an assessment task using concept mapping. Presentation for 4th Threshold Concepts Conference, June, Dublin, Ireland.

Barradell, S., Jones, L., & Theisinger, S. (2011). Preparing the reflective practitioner – establishing reflection in physiotherapy. Presentation at La Trobe University Curriculum Teaching learning Colloquium, December, Bundoora, Australia.

Barradell, S. (2011). Visible Learning of Threshold Concepts – an example of an assessment task using concept maps. Presentation at La Trobe University Curriculum Teaching Learning Colloquium, December, Bundoora, Australia.

Barradell, S. (2011). Threshold concepts in physiotherapy – helping to decide what to teach, when to teach it and how. Presentation at Australian Physiotherapy Association Conference, October, Brisbane, Australia.

Peseta, T., Barradell, S., Down, S., & Spencer, D. (2011) On the edge of higher education research: negotiating new research identities through a Graduate Certificate in Higher Education. Presentation at HERDSA – Higher Education on the Edge Conference, July, Gold Coast, Australia.

Barradell, S. (2011). A new perspective on the identification of threshold concepts. Presentation at HERDSA – Higher Education on the Edge Conference, July, Gold Coast, Australia.

Barradell, S. (2010). A new perspective on the identification of threshold concepts. Presentation at La Trobe University Curriculum Teaching learning Colloquium, December, Bundoora, Australia.

 

 

Research projects

PhD candidate (part -time): Threshold concepts and ways of thinking and practising in physiotherapy