Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis

Barradell, Sarah; Bell, Amani

doi:10.1007/s10459-020-09998-3

Cited by 38 publications

(39 citation statements)

References 68 publications

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“…Some students felt their contribution was not really appreciated by some staff members or taken seriously. These fi ndings tie in with those of Barradell and Bell (2020) who argued that students sometimes experienced apathy amongst staff members. Moreover, our studies demonstrated that students would like to be more involved in enhancing educational quality.…”

Section: Discussion Of the Main Fi Ndingssupporting

confidence: 76%

“…The idea of students and staff members working together to improve education is gaining momentum in higher education (Barradell & Bell, 2020). One way to shape such practice is to establish student-staff partnerships (SSPs) .…”

Section: Introductionmentioning

confidence: 99%

“…to solve these have received scant attention(Barradell & Bell, 2020;. How students and staff members perceive these SSPs has remained underexplored, off ering room for a further exploration of students and staff members' positive experiences, the challenges they experience and their preferences.…”

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confidence: 99%

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Building student-staff partnerships in higher education

Martens¹

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Section: Discussion Of the Main Fi Ndingssupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

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Building student-staff partnerships in higher education

Martens¹

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“…Online learning is supported in the literature with adequate design and pedagogical basis, however the rapid migration meant that planning and design was not possible in response to the crisis [ 6 ]. Students as partners approaches, typically embedded in higher education to ensure a strong student voice in education delivery [ 7 ], were not prioritised during this transition [ 8 ]. The changes implemented due to Covid-19 need to be assessed and explored as it is unlikely that there will be a complete return to the traditional model of face to face teaching [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Participatory peer research exploring the experience of learning during Covid-19 for allied health and healthcare science students

Lynn¹,

Ramsey²,

Marley

et al. 2022

PLoS ONE

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Introduction The teaching and learning experience of allied health and healthcare science students has altered because of the Covid-19 pandemic. Limited research has explored the experience on the future healthcare workforce using participatory research design. The aim of this study was to explore the impact of a global pandemic on the clinical and academic experiences of healthcare student using a co-production approach with student peer researchers. Methods A participatory research approach adopting online focus groups facilitated by students trained as peer researchers was adopted. First, second and final year students from occupational therapy, physiotherapy, podiatry, healthcare science, diagnostic radiography and imaging, radiotherapy and oncology, and speech and language therapy were recruited to six focus groups. Data generated through focus groups were analysed thematically using the DEPICT model to support a partnership approach. Results Twenty-three participants took part in six focus groups. The themes identified were: rapid changes to learning; living alongside Covid-19 and psychological impact. Students preferred blended learning approaches when available, as reduced peer interaction, studying and sleeping in the same space, and technology fatigue decreased motivation. Conclusion Due to rapid changes in learning and the stress, anxiety and isolation created by the pandemic, managing study, personal life and placement resulted in a gap in confidence in clinical skills development for students. Students took their professional identity seriously, engaged in behaviours to reduce transmission of Covid-19 and employed a range of coping strategies to protect wellbeing. A challenge with the move to online delivery was the absence of informal peer learning and students indicated that moving forward they would value a hybrid approach to delivery. Higher Education should capitalise on innovative learning experiences developed during the pandemic however it is important to research the impact this has on student skill acquisition and learning experience.

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“…Central to its success is the need to challenge existing power dynamics and to embed reciprocity and respect. 7,8 Parallels can be drawn with patient and public involvement in healthcare professionals' education, where there exists strong evidence that their involvement has benefits for all involved, including learners, educators, institutions and patients. 9 To understand whether this is being achieved through medical students' involvement in medical education research requires exploration of their experiences.…”

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confidence: 99%

Detached or devotee? Medical students and research

Fisher

Rothwell

2022

The Clinical Teacher

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Introduction: Medical students frequently participate in medical education research, yet their ready availability may render them vulnerable to coercion. We undertook a phenomenological exploration of medical students' experiences of participating in medical education research drawing on Pierre Bourdieu's theory of practice. Our research questions were: How do medical students perceive their role within medical education research? Why do medical students participate? What aspects of their involvement do medical students consider to be beneficial? Methods: Participants were year 3-5 Newcastle University MBBS students who had previously participated in medical education research. Eight participants were recruited-all provided informed, written consent. Data collection was via in depth semi-structured telephone interviews. Findings were interpreted using Bourdieu's Theory of Practice. Thematic analysis was performed iteratively, employing constant comparison throughout. The interview schedule was modified after five interviews to facilitate exploration of recurring themes of interest.Results: Although students enjoyed contributing and felt a sense of well-being afterwards, there was uncertainty about their roles, with some considering themselves 'guinea pigs'. An unexpected finding was that students had designed and delivered medical education research, which influenced their participation in research. There was a perception of 'research fatigue', particularly around examination periods. Nonparticipation was uncommon, but students, wishing to maintain valued relationships with senior colleagues, a form of capital, sometimes exhibited participation 'by default'.Discussion: These findings enabled local reflection on the student experience of medical education research. Local processes were implemented and adapted to enhance the consent process. Our findings should prompt medical educationalists to reflect on recruitment processes for projects involving their students, as well as considering strategies to enhance student autonomy. | INTRODUCTIONMedical students frequently act as participants in medical education research. For this work, we defined this as the involvement of medical students in research projects, be it as study volunteers or as researchers, where the topic of interest and inquiry is undergraduate medical training.The process of obtaining valid, informed consent is an essential component for ethical research practice involving humans. 1 Medical students, by virtue of their status as students of medicine, possess an

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Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis

Cited by 38 publications

References 68 publications

Building student-staff partnerships in higher education

Building student-staff partnerships in higher education

Participatory peer research exploring the experience of learning during Covid-19 for allied health and healthcare science students

Detached or devotee? Medical students and research

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