The 2:1 Clinical Placement Model: Perceptions of clinical educators and students

Abstract

Summary Background and Purpose The need to increase availability of practice placements for undergraduate physiotherapists is now critical, particularly since higher student numbers have been commissioned with the implementation of the National Health Service Plan ( DoH, 2000 ). Exploration of non-traditional placement models which promote peer learning and accommodate more students has been proposed ( Baldry Currens and Bithell, 2000 ). This paper examines perceptions of clinical educators and students regarding the 2:1 model (two students placed with one educator), both as a learning experience and with regard to practical aspects of its management. Methods Thirty-four 2:1 placements in 12 National Health Service trusts were studied. Clinical educators new to the 2:1 model, and students from six academic institutions participated. Qualitative in-depth interviews and questionnaires were conducted in the final placement week. Interviews were audio-taped and transcribed verbatim. Data (original words and phrases from interviews and questionnaires) were subjected to a six-part content analysis and coded into emerging themes and issues. Findings were checked with peers from six groups of clinical educators and one group of students. Findings Thirty-seven clinical educators and 61 students were interviewed; questionnaires were returned from 34 clinical educators (91.9%) and 59 students (96.7%). At interview 35 clinical educators were willing to use the 2:1 model again, and in questionnaires almost all students valued peer discussion (98.3%) and peer support (81.4%). 2:1 models were considered feasible in all clinical specialties studied and for all student years. Interaction with peers was perceived to enhance the quality of placement learning, although clinical educators expressed uncertainty regarding relevant teaching and learning strategies. Although clinical educators expected difficulties in managing competition and difference between students, these aspects were rarely problematic in practice. Placements were most successful and time management most efficient when students treated more than 50% of the clinical educator's caseload. Conclusions The 2:1 model was perceived as successful by clinical educators and students in all years of study. It has potential to enhance student learning, and is appropriate for use in a variety of clinical settings.