Student Experiences and Perceptions of Participation in Student-Led Health Clinics: A Systematic Review

Briggs, Lynne; Fronek, Patricia

doi:10.1080/10437797.2019.1656575

Cited by 22 publications

(14 citation statements)

References 54 publications

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“…Student-led clinics (SLCs) have gained increasing attention as a mechanism for students across various health professions to gain authentic interprofessional clinical placement experience during their educational programme. 1,2 Capacity for SLCs to improve the health and well-being, especially in marginalised and disadvantaged communities, is well documented. [3][4][5][6][7] While an increasing global body of knowledge considers the nature, characteristics and outcomes achieved by SLCs, literature relating to such clinics in the Aotearoa New Zealand (i) context has not previously been synthesised.…”

Section: Introductionmentioning

confidence: 99%

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Tokolahi¹,

Broman²,

Longhurst³

et al. 2021

JMDH

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Background Student-led clinics have gained increasing attention as a mechanism for students across various health professions to gain authentic interprofessional clinical placement experience during their educational programme. Purpose This scoping review is designed to identify and describe experiences relating to student-led clinics in Aotearoa New Zealand. Methods The review involved five key steps: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; and 5) collating, summarising and reporting the results. Discussion Student-led health clinics present invaluable educational opportunities for authentic collaborative practice and capacity to improve population health and well-being, especially in marginalised and disadvantaged communities. Clinic establishment and operation require consideration of a complex set of factors. Conclusion Community consultation (including with Indigenous populations) should precede establishment of clinics. There is scope for more reporting and objective evaluation to ensure best practice is being determined, developed, and achieved.

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Section: Introductionmentioning

confidence: 99%

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Tokolahi¹,

Broman²,

Longhurst³

et al. 2021

JMDH

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“…A strength of our review is the broad focus on the potential learning benefits of SRC participation, regardless of the students’ field of study, and critical evaluation of the study methods which extend preceding reviews that had far narrower scope and less rigorous critical appraisal. 3 , 4 In addition to providing insight into the potential benefits students may obtain from participation, our findings offer insight into the quality of the research to date, as well as practical implications for those seeking to implement and/or evaluate SRCs.…”

Section: Discussionmentioning

confidence: 97%

“…Understanding the learning outcomes which students achieve from participation is of obvious importance for those involved in SRCs and may have policy and program implications. Previous reviews have focused on students’ experiences and perceptions of participating in student-run clinics (SRCs), 3 and the educational or learning outcomes of SRCs have also been the topic of systematic 4 and rapid reviews. 5 While these reviews offer valuable insight, they are dated and focus solely on entry-level students or interprofessional SRCs, respectively.…”

Section: Introductionmentioning

confidence: 99%

Learning Outcomes from Participation in Student-Run Health Clinics: A Systematic Review

Wilson¹,

Broman²,

Tokolahi³

et al. 2023

JMDH

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Student-run clinics (SRCs) offer unique opportunities for students to engage in healthcare delivery, but the student learning outcomes of such clinics have not yet been systematically examined in a comprehensive manner. The purpose of this review was to appraise and synthesize existing literature pertaining to student learning outcomes associated with participation in SRCs. A systematic review was undertaken using PubMed, CINAHL, and Web of Science databases. The quality of articles that met inclusion criteria articles was appraised using the Mixed Methods Appraisal Tool (MMAT). Study details, such as learning outcomes, were also extracted. Ninety-two studies met inclusion criteria. Most studies were conducted in North America (n = 73, 79.3%), and related to clinics involving solely medical students (n = 35, 38.0%) or multi-professional clinics (n = 34, 37.0%). Demonstrated learning outcomes of SRC participation include clinical skills, interprofessional skills, empathy/compassion for underserved patients, and leadership. SRC participation had little apparent impact on students’ future career directions. Quality appraisal via the MMAT found mixed levels of research quality amongst reviewed studies. In summary, while SRC participation appears to offer benefits for student learning, improved study design and research outside of North American contexts would further advance knowledge.

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“…Field education faculty managed placement breakdowns or deferred placements as a matter of course ( Dove and Skinner, 2010 ; Parker, 2008 ). The profession and faculty approached placement issues and student burden with flexibility and innovation providing novel methods of supervision, better preparing students and agency supervisors for placement and establishing new placement opportunities such as social work health clinics ( Briggs and Fronek, 2020 ; Cleak and Zuchowski, 2019 ). During lockdowns, job losses and housing insecurity further stressed financial hardship and personal crises.…”

Section: Introductionmentioning

confidence: 99%

Responding to COVID-19 in social work field education in Australia, New Zealand and the United States

Fronek¹,

Briggs

Rondon-Jackson

et al. 2021

International Social Work

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This descriptive article reports immediate responses to COVID-19 by social work field education faculty in four universities in Australia, New Zealand and the United States. Moving swiftly to online innovations, tele-supervision, teaching remote practice methods, and establishing alternative placements allowed students to meet required competencies while supporting students during the immediate crisis. Collaboration between field education faculty teams, professional bodies and agencies and clear communication with students and supervisors enabled all stakeholders to be open to flexible placement options. To conclude, COVID-19 brought opportunities to reflect on responses and explore new possibilities for field education in a post-COVID-19 world.

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Student Experiences and Perceptions of Participation in Student-Led Health Clinics: A Systematic Review

Cited by 22 publications

References 54 publications

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Learning Outcomes from Participation in Student-Run Health Clinics: A Systematic Review

Responding to COVID-19 in social work field education in Australia, New Zealand and the United States

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