Students’ Experiences and Perceptions of Interprofessional Supervision on Placement

Abstract

This study aimed to explore perceptions and experiences of Occupational Therapy and SpeechLanguage Therapy students regarding interprofessional supervision during an interprofessional rural schools placement. Eight participants were recruited to participate in three semi-structured, one-to-one interviews conducted by phone before, during, and after the placement. The interviews were transcribed verbatim for subsequent thematic analysis. Our findings indicate that whilst participants valued the interprofessional peer supervision afforded by interprofessional placements, they entered interprofessional placements with misguided assumptions and expectations regarding interprofessional supervision from supervisors. This appeared to contribute to their largely negative perceptions of interprofessional supervision resulting in the devaluing of interprofessional supervision now and possibly in the future. This exploratory study presents a unique insight into the limitations of interprofessional supervision, and the critical need for interprofessional supervisor training and student preparation before placements. Follow-up research is required to expand on these findings so the limitations are addressed. This may enable interprofessional supervisors to provide better learning experiences, increasing students' acceptance and appreciation of interprofessional supervision.

Student and clinician identities: how are identities constructed in interprofessional narratives?

“…That clinician rather than educator identities were dominant in our data reflects previous research . We would, however, surmise that the relegation of educator identities may be more acute within an interprofessional context, whereby students might perceive limited value in the education offered by professions outside their own . That clinicians’ personal identities were either glorified (e.g.…”

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

“…A total of 41 studies were included in the final synthesis . Study characteristics are summarised in Tables .…”

“…These were the Leicester Model of Interprofessional Education, the integrative pedagogy model, the Kirkpatrick framework and the model of interprofessional mentorship . Nine studies applied seven broader meso‐level theories, namely problem‐based learning, complexity theory, contact theory, self‐presentation theory, sociocultural theory, 3P theory and situated learning theory . From this pool of 11 theories, six groups of authors adopted theories that focused on how individuals or groups learned: the Leicester Model of Interprofessional Education; the integrative pedagogy model; the model of interprofessional mentorship; problem‐based learning; contact theory, and self‐presentation theory .…”

“…The remaining five theories considered situational or organisational contexts for learning, including the Kirkpatrick framework, complexity theory, sociocultural theory, 3P theory and situated learning theory …”

Interprofessional education in rural clinical learning environments: The role of clinicians

“…Stadick 2 suggests that those clinicians who complete formal IPE training reported more favourable attitudes towards teamwork and higher abilities to interact interprofessionally. Considering placement is key to students' clinical learning and understanding of the professional role, the gap in supervisory training about IPE as reported in this study in the rural context highlights the need for more research focus on the requirements for effective IP supervision and staff development support for clinicians to refine their supervisory IPE skills 21,22 …”