Student-led rehabilitation groups and clinics in entry-level health education: a scoping review AbstractObjective: The purpose of this review was to identify, map, and describe the characteristics of student-led physical rehabilitation groups and clinics in entry-level health education. Introduction:Student-led groups and clinics for physical rehabilitation are an emergent phenomenon in entry-level health professional education. Data gathered in this scoping review aimed to provide an understanding of the range and scope of student-led groups and clinics within a physical rehabilitation context and establish the evaluation undertaken to date from a student, service user, and stakeholder perspective. It also aimed to identify other important factors in the design, execution, and feasibility of the concept. Finally, it aimed to identify gaps in the literature that can be addressed by further research.Inclusion criteria: This scoping review considered studies and sources that identify studentled methods for carrying out physical rehabilitation for service users in either an exercise group or clinic environment. Students and groups/clinics on entry-level qualifying courses were considered. The review considered primary and secondary research in any paradigm as well as text and opinion articles. Methods:The JBI methodology for conducting scoping reviews was employed. The following databases were searched: MEDLINE, CINAHL, AMED, ERIC, Scopus, and SPORTDiscus. Searches were limited to January 1, 1998 to the day of the search (November 1, 2019). Non-English articles were excluded. To supplement the review, searches for gray literature were also undertaken. Data extraction was performed by two reviewers using a pre-determined data extraction form developed by the authors. Results:The results of the review are presented in narrative form and supported by tables and figures. This review identified 523 sources of information of which 111 were screened at full-text stage and 48 sources were eligible to be included in the final scoping review. A wide range of student-led groups and clinics that provide physical rehabilitation exist globally. Drivers for the clinics and groups vary; key aims included providing a learning environment for student skill development, serving as clinical placements, and providing a social enterprise. Evaluations focused on student experience, service user experience, and cost-benefit analyses.Conclusions: Student-led groups and clinics are at very different stages of development and use within entry-level curricula. The objectives and drivers for groups and clinics vary immensely worldwide, and therefore the evolution of groups and clinics has driven a wide and varied number of models globally.

Review objective/questions: The objective of this scoping review is to identify, map and describe the characteristics of student led physical rehabilitation groups and clinics in entry level health education. More specifically, the review questions are:

Investigating adherence and quality of life in relation to group based exercise among individuals with multiple sclerosis: a systematic review. 2017 WYNNE, D., RICKHART, E. and COOPER, K. 2017. Investigating adherence and quality of life in relation to group based exercise among individuals with multiple sclerosis: a systematic review.

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BackgroundStudent‐led clinics (SLCs) are a mode of delivery whereby students take responsibility for the delivery of a health service or intervention. SLCs for physiotherapy have a wide range of uses, including enhancement of learning, replacement of clinical placement hours and serving population and community needs. Evidence is emerging globally as to the outcomes of SLCs in physiotherapy, but little exists in the United Kingdom (UK) context. The purpose of this study was to explore student perceptions of running, leading and participating in a UK physiotherapy student‐led neurological rehabilitation clinic.MethodsA qualitative design using a focus group.FindingsFour themes were identified relating to students' perceptions of SLCs associated with the learning environment, self‐development, enhanced clinical skill development and reflections on experience at the SLC.DiscussionThe findings of this study suggest that physiotherapy SLCs in a UK context can contribute positively to student experience and skill development, particularly in relation to the learning environment, development of clinical skills, leadership and autonomy. Some aspects related to, for example, student induction and preparation could be further developed. Further research should explore if these findings are applicable in other countries where SLCs are less established.ConclusionFurther research in the UK and globally related to SLC models in different courses and across varying stages is required. Exploration of the SLC as a viable form of clinical placement experience is also warranted.