| Professional identity development: a review of the higher education literature F Trede, R Macklin, D Bridges Studies in higher education 37 (3), 365-384, 2012 | 1021 | 2012 |
| The role of work-integrated learning to develop professionalism and professional identity F Trede Asia-Pacific Journal of Cooperative Education 13 (3), 159-167, 2012 | 342 | 2012 |
| Developing intercultural competence and global citizenship through international experiences: Academics’ perceptions F Trede, W Bowles, D Bridges Intercultural Education 24 (5), 442-455, 2013 | 177 | 2013 |
| Practice-based education: Perspectives and strategies J Higgs, R Barnett, S Billett, M Hutchings, F Trede Springer Science & Business Media, 2013 | 162 | 2013 |
| What is collaborative reasoning? I Edwards, M Jones, J Higgs, F Trede, G Jensen Advances in physiotherapy 6 (2), 70-83, 2004 | 135 | 2004 |
| Framing research questions and writing philosophically: The role of framing research questions F Trede, J Higgs Writing qualitative research on practice, 13-25, 2009 | 115 | 2009 |
| Facilitating online learning: A descriptive study P Youngblood, F Trede, S Di Corpo Distance Education 22 (2), 264-284, 2001 | 108 | 2001 |
| Conceptualisations and perceptions of the nurse preceptor's role: A scoping review F Trede, K Sutton, M Bernoth Nurse education today 36, 268-274, 2016 | 105 | 2016 |
| Early workplace learning experiences: what are the pedagogical possibilities beyond retention and employability? F Trede, C McEwen Higher Education 69, 19-32, 2015 | 92 | 2015 |
| Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students A Henderson, F Trede Asia-Pacific Journal of Cooperative Education 18 (1), 73-86, 2017 | 90 | 2017 |
| Developing a critical professional identity: Engaging self in practice J Higgs, R Barnett, S Billett, M Hutchings, F Trede, F Trede, C McEwen Practice-based education: Perspectives and strategies, 27-40, 2012 | 89 | 2012 |
| A scoping review to understand “leadership” in interprofessional education and practice ML Brewer, HL Flavell, F Trede, M Smith Journal of Interprofessional Care 30 (4), 408-415, 2016 | 87 | 2016 |
| Reflective practice in the transition phase from university student to novice graduate: Implications for teaching reflective practice M Smith, F Trede Higher Education Research & Development 32 (4), 632-645, 2013 | 83 | 2013 |
| Developing professionalism in physiotherapy and dietetics students in professional entry courses S Grace, F Trede Studies in Higher Education 38 (6), 793-806, 2013 | 79 | 2013 |
| Teaching reflective practice in practice settings: students' perceptions of their clinical educators F Trede, M Smith Teaching in higher education 17 (5), 615-627, 2012 | 78 | 2012 |
| Re‐framing the clinician's role in collaborative clinical decision making: re‐thinking practice knowledge and the notion of clinician–patient relationships F Trede, J Higgs Learning in Health and Social Care 2 (2), 66-73, 2003 | 76 | 2003 |
| Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning F Trede, D Jackson Active Learning in Higher Education 22 (3), 171-187, 2021 | 75 | 2021 |
| Emancipatory physiotherapy practice F Trede Physiotherapy Theory and Practice 28 (6), 466-473, 2012 | 74 | 2012 |
| Collaboration: What is it like?–Phenomenological interpretation of the experience of collaborating within rehabilitation teams A Croker, F Trede, J Higgs Journal of interprofessional care 26 (1), 13-20, 2012 | 72 | 2012 |
| Scoping the deliberate professional F Trede, C McEwen Educating the deliberate professional: Preparing for future practices, 3-14, 2016 | 65* | 2016 |
