Positive clinical placements: perspectives of students and clinical educators in rehabilitation medicine

Abstract

Background: Clinical education is a critical component of health science training programmes; however, clinical placement offers are often difficult to obtain. Although most placements are successful, a negative experience can have a significant impact on students, clinicians and clinical sites and may result in an agency's reluctance to supervise students. This study identified elements in rehabilitation medicine student clinical placements that facilitate a positive placement outcome. Methods: 152 first year rehabilitation medicine (Occupational and Physical Therapy & Speech-Language Pathology) students and 120 of their clinical educators completed a survey after their first (4-12 week) clinical placement. Students and educators rated items in 10 sections addressing demographics, general perceptions regarding a positive placement experience, physical space and resources, orientation to site, clinical educator-student relationship, relationship with the interprofessional team, location, area of practice, and financial and social supports. Findings: Ninety-eight percent of students and 97% of clinicians stated that the placement experience had been positive. Qualitative findings highlight student and clinical educator attitudes towards teaching and learning, and the team at the placement site as key factors contributing to a positive outcome. Conclusion: Despite external pressures and a lack of physical space to accommodate students, placement experiences were overwhelmingly positive. The factors contributing to this positive outcome can assist sites and university programmes in planning for future experiences.