An interprofessional rural clinical placement pilot project

Cragg, Betty; Hirsh, Michael; Jelley, Wilma; Barnes, Patricia M.

doi:10.1080/13561820902886311

Cited by 5 publications

(13 citation statements)

References 3 publications

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“…Research has revealed that health professionals who were trained to collaborate as a team in an interprofessional educational setting during their student years were far more likely to be effective collaborators in their future professional clinical setting [ 2 ]. Although the implementation of IPE has been studied in a number of settings [ 3 , 4 ] its implementation and application in the Asian region has received scant attention [ 5 ]. Like other peoples in the world, the Asian population is facing highly complex health problems that require interprofessional collaboration.…”

Section: Introductionmentioning

confidence: 99%

Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

et al. 2016

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BackgroundHealthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students’ readiness for IPE in an Asian context, 2) the most important factors influencing students’ perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness.MethodsTo identify students’ perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7).ResultsMedical students seemed to be the most prepared for IPE. Students’ perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other’s profession and the boundaries of one’s own profession.ConclusionStudents were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students’ positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0704-3) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

et al. 2016

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“…The evidence base identified macro (policy) level drivers aimed at increasing the size of Australia's rural allied health workforce to address issues relating to rural health inequality and underservicing of rural areas [33,34,36,37,41,43,45,47,49]. As such, the primary macro level driver for RCP identified in the literature concerned the need for attracting AH students to rural health employment upon graduation.…”

Section: Resultsmentioning

confidence: 99%

“…. Further, the university sector is also driven to supply RCPs as a unique learning opportunity for students where they can learn particular skills that are key to student competency, such as interprofessional practice [35,[45][46][47][48][49] or cultural competence in working with minority and/or vulnerable population groups. Gum et al assert that 'Rural communities provide an ideal context for student exposure to interprofessional clinical practice and an experience of its importance.'…”

Section: Mesouniversity Level Driversmentioning

confidence: 99%

“…Placements designed to address community needs or fill gaps in service provision in rural and remote areas (n = 8 [18,[38][39][40][41][42][43][44],) 3. Placements designed to provide students with a specific skill set (n = 5 [35,[45][46][47][48][49],)…”

Section: Mesouniversity Level Driversmentioning

confidence: 99%

“…Placements that provide students with a specific skill set The placements providing students with a specific skill set all related to RCPs designed to expose students to IP practice and to improve IP skills among students [35,[45][46][47][48][49]. These placements varied in structure; however, they tended to offer both discipline specific supervision and specific IP opportunities in group situations.…”

Section: Mesouniversity Level Driversmentioning

confidence: 99%

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What works, why and how? A scoping review and logic model of rural clinical placements for allied health students

Moran

Nancarrow

Cosgrave

et al. 2020

BMC Health Serv Res

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Background Allied health services are core to the improvement in health outcomes for remote and rural residents. Substantial infrastructure has been put into place to facilitate rural work-ready allied health practitioners, yet it is difficult to understand or measure how successful this is and how it is facilitated. Methods A scoping review and thematic synthesis of the literature using program logic was undertaken to identify and describe the contexts, mechanisms and outcomes of successful models of rural clinical placements for allied health students. This involved all empirical literature examining models of regional, rural and remote clinical placements for allied health students between 1995 and 2019. Results A total of 292 articles were identified; however, after removal of duplicates and article screening, 18 were included in the final synthesis. Australian papers dominated the evidence base (n = 11). Drivers for rural allied health clinical placements include: attracting allied health students to the rural workforce; increasing the number of allied health clinical placements available; exposing students to and providing skills in rural and interprofessional practice; and improving access to allied health services in rural areas. Depending on the placement model, a number of key mechanisms were identified that facilitated realisation of these drivers and therefore the success of the model. These included: support for students; engagement, consultation and partnership with key stakeholders and organisations; and regional coordination, infrastructure and support. Placement success was measured in terms of student, rural, community and/or program outcomes. Although the strength and quality of the evidence was found to be low, there is a trend for placements to be more successful when the driver for the placement is specifically reflected in the structure of the placement model and outcomes measured. This was seen most effectively in placement models that were driven by the need to meet rural community needs and upskill students in interprofessional rural practice. Conclusion This study identifies the factors that can be manipulated to ensure more successful models of allied health rural clinical placements and provides an evidence based framework for improved planning and evaluation.

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Views from the field: Medical student experiences and perceptions of interprofessional learning and collaboration in rural settings

Thompson

Abourbih

Carter

et al. 2017

Journal of Interprofessional Care

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Exploring the perceived environment where students are educated, as well as where they practice, is particularly important for educators and practitioners working in situations of interprofessional rural and remote health. In this study, we explored the perceptions of undergraduate medical students regarding interprofessionalism across their four-year undergraduate program which focuses on rural health. A thematic content analysis of the text-data was conducted on a convenience sample of 47 student responses to essay questions across four cohorts of a four-year undergraduate medical program. The medical program has an explicit social accountability mandate for responsiveness to the needs of a rural population and thus students have multiple opportunities to experience interprofessional education and collaboration in rural contexts. Participants reported (a) blurring and flexibility of roles in a primarily positive manner, (b) participating in unstructured interprofessional learning and collaboration, (c) experiencing the importance of social connections to interprofessional collaboration and learning, and (d) realisations that interprofessional collaboration is a means of overcoming barriers in rural areas. We discuss our findings using the socio-material perspective of complexity theory. These findings may be used to inform undergraduate programs in re-defining, re-creating, developing, and fostering interprofessional learning opportunities for medical students in rural communities as well as to support clinical faculty through ongoing professional development.

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An interprofessional rural clinical placement pilot project

Cited by 5 publications

References 3 publications

Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

What works, why and how? A scoping review and logic model of rural clinical placements for allied health students

Views from the field: Medical student experiences and perceptions of interprofessional learning and collaboration in rural settings

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