Interprofessional Academic Service-Learning in Rural Australia: Exploring the impact on allied health student knowledge, skills, and practice. A Qualitative Study

Abstract

In 2009, health, health education, and school education agencies in rural NSW, Australia, partnered with a metropolitan university to develop an interprofessional service-learning program. The program aimed to address unmet allied health needs of regional school children. Speech pathology and occupational therapy student placements were aligned to enable the provision of interprofessional student services. Despite program longevity, no formal research had been undertaken on cross-sector program impacts and outcomes. This pragmatic qualitative study explored the perspectives of multiple-program stakeholders, school principals, and senior managers from facilitating agencies, speech pathology and occupational therapy students and allied health academics. The study aimed to gain a holistic understanding of program impact and outcomes from multi-dimensional perspectives. This paper focuses on student and academic findings associated with interprofessional education and practice. Students participated in interprofessional focus groups. Academics participated in semistructured individual interviews. Data were analysed using a constant comparative method; broad codes were developed and collapsed into three key themes: previous interprofessional practice exposure, program supervision model, and interprofessional practice impacts. Findings suggest that: 1) students had experienced either no previous interprofessional practice exposure, or exposure that effectively enhanced student understanding of teamwork practice; 2) student participation in the program enhanced continuity of care through the 'team continuum' and capacity to practice interprofessionally. Lessons learnt from this rural program have influenced the practice of a metropolitan university.

Allied health service–learning student placements in remote northern Australia during COVID‐19

“…8 In addition to traditional apprenticeship placement models, service-learning models of student placement 9 auspiced through UDRHs, are an important source of learning in remote and rural Australia. 10 Service-learning models for allied health student placements mean that students are supported to provide direct clinical services where there otherwise would not be a service. Sometimes called student-led, student-assisted or student-implemented services, service-learning models seek to balance the need for student learning with service outcomes that address the needs of the community in which they are located.…”

“…Sometimes called student-led, student-assisted or student-implemented services, service-learning models seek to balance the need for student learning with service outcomes that address the needs of the community in which they are located. 10 Community partners are integral to the design of curriculum within this model, ensuring beneficial outcomes to both the community and the students. 11 Service-learning models are embedded in community host organisations such as schools, residential aged care, and home and community care organisations.…”

Challenging Remote Community Deficit Perspectives: An Australian Insight into the Role of These Communities in the Design of Their Health Services and the Development of Their Health Workforce

“…This article presents the community findings associated with partnership initiation, catalysts for participation, and participation impacts, identified through Stage 3 of data analyses. Other findings, such as campus and student impacts of participation have been presented elsewhere Lyle 2015a, Jones, McAllister, andLyle 2015b, Jones, McAllister, andLyle In Press).…”

“…Following the inception of the program, 70 OT and 170 SP students have now been provided with a remote practice experience. Study findings suggest that student learning outcomes may be equivalent to, if not greater than, those achieved in metropolitan and traditional hospital settings Lyle 2015a, Jones, McAllister, andLyle 2015b, Jones, McAllister, andLyle In Press). Community partners have played a critical role in expanding placement capacity, providing onsite education and supervision, and the coordination of student placements through the UDRH.…”

Design and delivery of an innovative speech pathology service-learning program for primary school children in Far West NSW, Australia

“…29 There is a large body of evidence about its positive impact on student learning, including evaluation data from the Broken Hill allied health student-led clinics. 30,31 However, there is limited information about the impact and outcomes of substantial clinical programs such as this for communities and clients. These findings show that clinically based allied health servicelearning programs are feasible and can be sustainable in the Australian setting.…”