This paper begins by reviewing some of the different models of third-party observation of university teaching that can be found in the literature. Having analysed these, it argues that*/ if 'peer' is taken to indicate equality of status*/ only one is genuinely a model of peer-observation. It proposes an alternative categorisation of third-party observations of teaching dependant on who controls the information generated by the process. A preferred six-dimensional model based on control by the person being observed of the data-flow, and other procedural aspects, is presented and explored. Evaluative comments, by university teachers who have undertaken the process, are presented to illustrate the benefits of adopting this model.

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Purpose: To explore final-year physiotherapy students' perceptions of primary health care practice to determine (1) aspects of their curriculum that support their learning, (2) deficiencies in their curriculum, and (3) areas that they believe should be changed to adequately equip them to make the transition from student to primary health care professional. Methods: Framework analysis methodology was used to analyze group opinion obtained using structured group feedback sessions. Sixty-eight final-year physiotherapy students from the four higher education institutions in Ireland participated. Results: The students identified several key areas that (1) supported their learning (exposure to evidence-based practice, opportunities to practise with problem-based learning, and interdisciplinary learning experiences); (2) were deficient (primary health care placements, additional active learning sessions, and further education and practice opportunities for communication and health promotion), and (3) required change (practice placements in primary health care, better curriculum organization to accommodate primary health care throughout the programme with the suggestion of a specific primary health care module). Conclusion: This study provides important insights into physiotherapy students' perceptions of primary health care. It also provides important indicators of the curriculum changes needed to increase graduates' confidence in their ability to take up employment in primary health care.

There is an urgent need for physiotherapy education programmes to adopt the concept of primary healthcare as the basis for the physiotherapy curriculum and illuminate key components for consideration.

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