Two decades of building capacity in rural health education, training and research in Australia: University Departments of Rural Health and Rural Clinical Schools

Abstract

This review article reports on the contribution of university Departments of Rural Health and Rural Clinical Schools to the development of rural health and the rural health workforce and is set at the Australian Government's university Departments of Rural Health and Rural Clinical Training and Support Programs. The main outcome measures include educational infrastructure, clinical academic workforce, student numbers, community engagement, research outputs, rural health and workforce outcomes. As a result, university Departments of Rural Health and Rural Clinical Schools have established a substantial geographical footprint covering most of the rural and remote populations and regions across Australia. They have a large distributed rural clinical academic workforce that exceeds 1300. Medical student numbers on long‐term placements have increased threefold from inception to 1200 annually. Allied health and nursing numbers doubled over 10 years to 4000 in 2013 and are projected to double again by 2018. In 2013, they published 363 peer‐reviewed papers – half of which specifically addressed rural and/or remote health issues. High levels of intention to practise rurally and uptake of rural and remote practice following exposure to rural training have been reported, especially for medicine. Thus, university Departments of Rural Health and Rural Clinical Schools constitute a national network of academic units that deliver academically enriched clinical education and training for medical, nursing and allied health students and fulfil an essential academic role for the health system in rural and remote Australia. Community engagement and accountability to region are hallmarks of the program. Early evidence of the uptake of rural and remote practice following exposure to rural training has set expectations for the Rural Health Multidisciplinary Training Program.

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

“…Rural clinical placements (RCPs) or rural work integrated learning opportunities [in this article the term RCPs will be used] for AH students provide a number of benefits, including: a clinical placement opportunity to meet course accreditation and professional registration requirements; developing skills for (rural) practice; influencing consideration of rural employment; and providing unique learning opportunities [9][10][11][12]. Therefore, RCPs offer a potential solution to the placement difficulties for universities whilst simultaneously helping to address broader issues of rural health workforce supply and rural readiness to practise [12].…”

Building research experience: Impact of a novice researcher development program for rural health workers

“…6,7 There is some evidence of recent increases in investment and prioritisation in rural and regional research capacity building at an organisational level in rural New South Wales (NSW), Australia. 10 Supporting research-ready rural health workers to conduct research with increased skills, training, academic and statistical support, infrastructure and quarantined time is likely to produce better outcomes for research capacity building investment 4,11 and enable clinicians to progress as researchers despite the challenges of undertaking research in a rural area. 9 Sitting alongside this has been the ongoing investment in rural clinical schools and university departments of rural health which has produced high quality research to inform rural practice.…”

“…9 Sitting alongside this has been the ongoing investment in rural clinical schools and university departments of rural health which has produced high quality research to inform rural practice. 10 Supporting research-ready rural health workers to conduct research with increased skills, training, academic and statistical support, infrastructure and quarantined time is likely to produce better outcomes for research capacity building investment 4,11 and enable clinicians to progress as researchers despite the challenges of undertaking research in a rural area. 12 While there is some evidence that initiatives aimed at increasing rural research activity enhance positive attitudes towards research, [13][14][15] little is known about the effect these initiatives have on research experience of novice researchers, 16 particularly in rural areas.…”

Rural health advocacy: The gaps, strategies and lessons

“…7 Over the last 25 years in Australia, we have gone from no University Departments of Rural Health to 16, employing a workforce of more than 1300 rural clinical academics and producing hundreds of rural health research papers every year. Politicians are understandably wary of investing in new ideas when the consequences and outcomes (let alone the need) are uncertain.…”

“…Lyle and Greenhill have provided one case study on how the demonstration of success can lead to a steady expansion and growth of a program based on the performance and impact. 7 Over the last 25 years in Australia, we have gone from no University Departments of Rural Health to 16, employing a workforce of more than 1300 rural clinical academics and producing hundreds of rural health research papers every year.…”