7 research outputs found
Post graduate clinical placements: evaluating benefits and challenges with a mixed methods cross sectional design
Abstract
Background
Systematic evaluations of clinical placements are rare, especially when offered alongside academic postgraduate courses. An evidence-based approach is important to allow pedagogically-driven provision, rather than that solely governed by opinion or market demand. Our evaluation assessed a voluntary clinical placement scheme allied to a mental health course.
Methods
Data were collected over academic years 2010/11– 2013/14, from participating students (n = 20 to 58) and clinician supervisors (n = 10–12), using a mixed-methods cross-sectional design. Quantitative evaluation captured information on uptake, dropout, resource use, attitudes and experience, using standardized (the Placement Evaluation Questionnaire; the Scale To Assess the Therapeutic Relationship – Clinical version and the University of Toronto Placement Supervisor Evaluation) and bespoke questionnaires and audit data. Qualitative evaluation comprised two focus groups (5 clinicians, 5 students), to investigate attitudes, experience, perceived benefits, disadvantages and desired future developments. Data were analysed using framework analysis to identify a priori and emergent themes.
Results
High uptake (around 70 placements per annum), low dropout (2–3 students per annum; 5 %) and positive focus group comments suggested placements successfully provided added value and catered sufficiently to student demand. Students’ responses confirmed that placements met expectations and the perception of benefit remained after completion with 70 % (n = 14) reporting an overall positive experience, 75 % (n = 15) reporting a pleasant learning experience, 60 % (n = 12) feeling that their clinical skills were enhanced and 85 % (n = 17) believing that it would benefit other students. Placements contributed the equivalent of seven full time unskilled posts per annum to local health care services. While qualitative data revealed perceived ‘mutual benefit’ for both students and clinicians, this was qualified by the inherent limitations of students’ time and expertise. Areas for development included fostering learning around professionalism and students’ confidence on placement.
Conclusions
The addition of healthcare placements to academic postgraduate taught courses can improve their attractiveness to applicants, benefit healthcare services and enhance students’ perception of their learning experiences. Well-positioned and supported placement learning opportunities could become a key differentiator for academic courses, over potential competitors. However, the actual implications for student employability and achievement remain to be established
Post graduate clinical placements: evaluating benefits and challenges with a mixed methods cross sectional design.
BACKGROUND: Systematic evaluations of clinical placements are rare, especially when offered alongside academic postgraduate courses. An evidence-based approach is important to allow pedagogically-driven provision, rather than that solely governed by opinion or market demand. Our evaluation assessed a voluntary clinical placement scheme allied to a mental health course. METHODS: Data were collected over academic years 2010/11- 2013/14, from participating students (n = 20 to 58) and clinician supervisors (n = 10-12), using a mixed-methods cross-sectional design. Quantitative evaluation captured information on uptake, dropout, resource use, attitudes and experience, using standardized (the Placement Evaluation Questionnaire; the Scale To Assess the Therapeutic Relationship - Clinical version and the University of Toronto Placement Supervisor Evaluation) and bespoke questionnaires and audit data. Qualitative evaluation comprised two focus groups (5 clinicians, 5 students), to investigate attitudes, experience, perceived benefits, disadvantages and desired future developments. Data were analysed using framework analysis to identify a priori and emergent themes. RESULTS: High uptake (around 70 placements per annum), low dropout (2-3 students per annum; 5 %) and positive focus group comments suggested placements successfully provided added value and catered sufficiently to student demand. Students' responses confirmed that placements met expectations and the perception of benefit remained after completion with 70 % (n = 14) reporting an overall positive experience, 75 % (n = 15) reporting a pleasant learning experience, 60 % (n = 12) feeling that their clinical skills were enhanced and 85 % (n = 17) believing that it would benefit other students. Placements contributed the equivalent of seven full time unskilled posts per annum to local health care services. While qualitative data revealed perceived 'mutual benefit' for both students and clinicians, this was qualified by the inherent limitations of students' time and expertise. Areas for development included fostering learning around professionalism and students' confidence on placement. CONCLUSIONS: The addition of healthcare placements to academic postgraduate taught courses can improve their attractiveness to applicants, benefit healthcare services and enhance students' perception of their learning experiences. Well-positioned and supported placement learning opportunities could become a key differentiator for academic courses, over potential competitors. However, the actual implications for student employability and achievement remain to be established
Recommended from our members
Mentoring Students with Special Circumstances
Having worked in education for fifteen years now has given me the privilege to meet students from a range of ethnic, racial, or religious backgrounds. I’ve taught and supported people of all ages, from 6-year olds to over 65-year olds. I feel rewarded when working with mature students (age 21+ )[1] as to me this involves contributing to their learning by presenting them with new interests, equipping them with new incentives, a new focus. I attribute this relationship to the fact that we have both lived through a few decades, acquired experiences which may be similar or radically different, are able to exchange these experiences, and can reach a stage whereby the learning is done on a friendly basis; where the relationship is not one between teacher and student, tutor and learner, superior and inferior, but one between two equals, two learners developing new skills and acquiring different sets of knowledge in a process of feeding each other with new information.University Writing Cente
Recommended from our members
Praxis, Volume 07, No. 01: Professionalization and the Writing Center, Part I
Contents: A Writer, an Editor, an Instructor, and an Alumna Walk into the Writing Center... / by Jennifer Jefferson, Amy Cohn, Ellen Goldstein, Chris Wallis, and Lindsey Campbell -- An Interview with Ben Rafoth on Writing Center Research, Dissertations, and Job Opportunities / by Rebecca Day Babcock -- Bringing "Abnormal" Discourse into the Classroom / by Virginia Tucker -- Engaging Peer Tutors in Voicing Insights from the Tutorial Process / by Julian Brasington and Wendy Smeets -- Finding a Good Topic is Hard These Days / by Kelly Kamp -- From Peer Tutors to Writing Center Colleagues: The Potential of Writing Center Internships / by Naomi Silver, Carrie Luke, Lindsey Nieman, and Nicole Premo -- Kairotic Moments in the Writing Center / by Tim Taylor, Nia Klein, Kristi McDuffie, Fern Kory, Devin Black, and Serena Heath -- Mentoring Students with Special Circumstances / by Katerina Koutsantoni -- Nurturing Kairos-Consciousness / by Fern Kory -- Professional Development at the UWC: Three Personal Experiences / by Alanna Bitzel, Stephanie Odom, and Andrea Saathoff -- Professionalizing the Everyday / by R. Evon Hawkins -- Right Place, Wrong Timing / by Devin Black -- Situating Our Rhetorical Practice / by Tim Taylor -- The Future of WPA Professionalization: A 2007 Survey / by Jonikka Charlton -- The Most Vital Kairotic Moment / by Kristi McDuffie -- The Writing Center and Professionalization: Preparing Teachers for Administrative Responsibilities / by Tiffany Bourelle -- Tutors Teaching Directors about Professionalism / by Claire Lutkewitte -- Using Kairos to Mediate / by Serena HeathUniversity Writing Cente