Student Placement Research Articles

Experiences of online music therapy placements in response to COVID-19 in Melbourne, Australia: Pedagogical considerations for supporting student learning

ABSTRACT Introduction At the beginning of the COVID-19 pandemic, student placements in the Master of Music Therapy at the University of Melbourne were rapidly redesigned to create alternative online opportunities. Two online placement models; a simulated practicum (or SimPrac) and telehealth placement; were arranged. With little previous literature to draw upon, data was gathered to explore student and supervisor experiences of online placements and develop understanding of pedagogical considerations to inform future planning. Methods Quantitative data were collected via an adapted Satisfaction with Simulation Experience Scale (SSES) and qualitative data via open-ended survey questions and semi-structured focus group interviews. Results SSES results indicated high satisfaction from all cohorts with the online placement experience. Qualitative analysis led to the development of four pedagogical considerations for supporting student learning: Respond to Context with Creativity and Flexibility; Scaffold Student Learning; Foster Peer Relationships; and Supplement Online Learning. Discussion Findings aligned with recent scholarship in the wider field of Work Integrated Learning (WIL) and indicate a need for questioning prevailing modes of music therapy placement delivery in line with the contemporary context. While online placements were not always understood to provide authentic music therapy experiences, this perspective may need further contemplation given the ongoing need for online music therapy service provision.

An investigation of employer perceptions of Irish nutrition graduate competencies.

Undergraduate nutrition programmes prepare students and graduates for a wide range of employment opportunities. However, little is known about how employers perceive current nutrition education practices in Ireland and how well graduates are prepared for the realities of today's workforce. The present study aimed to explore employers' perspectives of nutrition placement students and graduates' competencies for the workforce. Interviews were conducted with 12 nutrition employers across Ireland and the UK who currently or have recently employed Irish nutrition graduates or supervised placement students. Interviews were transcribed verbatim and thematically analysed. Three themes were identified including: "adapting to modern workforce needs", "professional competency expectations" and "valuing competency-based educational and professional systems". Employers reported an overall positive experience with Irish nutrition placement students and graduates. They are perceived as adaptable, willing to learn and professional. Many felt nutrition students and graduates had received quality education with knowledge, skills and attitudes meeting expectations of nutrition education being provided but felt that students and graduates often lacked confidence in their abilities. Employers remarked that graduates who had undergone placements were better prepared for the professional work environment. However, gaps were identified because employers felt nutrition curricula lack training on business skills and digital competencies. Employers had a positive experience with Irish nutrition graduates and students and felt they were competent for the workforce. Addressing the gaps identified by employers to adapt curricula to modern workforce needs would further enhance graduate employability.

A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs

The least restrictive environment (LRE) mandate has driven classroom placement decisions for the last five decades. It has been measured as the percentage of time students spend in general education contexts (i.e., Placement A: >80%; Placement B: 40-79%; Placement C: <40%). The mandate and its continuum of placements are predicated on the assumption that students can transition to less restrictive contexts, and that each placement will provide students with the skills needed to succeed in less restrictive contexts and, ultimately, in Placement A. Results from this descriptive analysis of survey responses from a sample of teachers and administrators of 98 elementary students with complex support needs indicate that less time in general education (Placements B and C) results in decreased access to single-grade classes, educator expertise, grade-aligned instructional materials, and general education curriculum. Furthermore, for most of the variables analyzed, the data suggest that Placement B is more closely aligned with Placement C than with Placement A, suggesting that it may function as a restrictive placement. We argue that current LRE implementation is resulting in placement and progress stagnation. To allow students with complex support needs to have inclusive and equitable learning opportunities, LRE must shift away from the concept of percentage of time in general education to requirements of student access to instruction on state-adopted grade-level general education standards within general education contexts and curriculum.

Learning from casework in child protection: the view from within

ABSTRACT Child protection is a complex and sensitive practice. The core responsibility is the care and protection of children and young people who have been subject to, or who are at risk from abuse and neglect. The work involves investigating allegations of harm, preparing for, and making representations to the legal system, and case planning and management across a continuum of complicated care interventions. Caseworkers’ learning for child protection services is evident in a range of literature investigating multiple learning processes such as university preparation, student placements, professional supervision, training, and other post-qualifying professional development experiences at work. Much of this literature reflects an orthodox conception of learning as mentalistic and individualized. This study offers an alternative view of learning grounded in the work experiences of caseworkers themselves. It uses practice theory as a lens through which the phenomenon of learning in statutory child protection casework is explored. The findings foreground the embodied and experiential dimensions of learning in casework, transpiring through deep familiarity with the social and material situatedness of casework activity, as a form of doing and being-in-the-world.

Predictive Analysis of Campus Placement of Student Using Machine Learning Algorithms

In today's competitive job market, student campus placement process becomes very important role in the academic journey of students and the reputation of educational institutions alike. As the demand for skilled professionals continues to rise, the ability to accurately predict and optimize student placement outcomes becomes increasingly essential. This research paper proposes a machine learning algorithms analysis to forecast the campus placement of students with the help of various academic factors. The dataset contains historical placement records of students received from open-source repository named as kaggle. It includes information such as student academic achievements, internship, project, workshop, soft skill, extracurricular activities, and placement outcomes. Through data preprocessing and feature engineering, we transform raw data into a structured format suitable for predictive modeling. One hot encoding (Dummy encoding) applied on dataset to represent categorical variables as numerical values to provide more information to the model about the categorical variables. Predictive analysis work on various machine learning algorithms, including logistic regression, decision trees, random forests, support vector machines (SVM), XGBoost, AdaBoost, KNN and Naive Byes. The results of analysis demonstrate in predicting student placement outcomes with high accuracy and reliability. Accuracy is calculated in the form of precision, recall, f1-score, and support. Furthermore, we conduct feature importance analysis to identify the importance of different predictors in determining placement success. This research paper study can help to academic institutions that can identify at-risk students early in their academic journey and to improve their employability. In conclusion, research underscores the potential of predictive analysis and machine learning in optimizing student placement outcomes. By harnessing the power of data-driven insights, institutes can make use of placement prediction model to check the likelihood of campus placement of students.

Recruiting the next generation of project managers: Student interests, industry needs, and marketing messages

Businesses need well-trained project managers but recruiting students to this field is a challenge. This three-part study examines motivational factors that influence students to pursue a project management degree, industry requirements for project management careers, and graduate program marketing messages. The purpose of the study is to determine the degree of alignment among these three variables and make recommendations for graduate program marketing stakeholders and industry leaders to improve recruitment strategies for these programs. Study 1 seeks to understand prospective student opinions and trigger factors when applying to a graduate program using a survey with regression and cross tabulation statistical analysis. Study 2 analyzes the relationship between project management certifications and work experience and salary using regression analysis. Study 3 is a content analysis that examines how graduate programs market their project management programs to prospective students. Study findings indicate industry leaders and higher education stakeholders need to use informational marketing campaigns to bridge the knowledge gap between market demand and student perceptions. Higher education leaders need to design curriculum that includes industry certifications and practical skill courses if they want to increase enrollment and career placement for project management students.

Breaking the silence: career guidance for self-initiated international placement students

PurposeSelf-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna.Design/methodology/approachDrawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis.FindingsFindings reveal that these “voluntary” placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development.Originality/valueOur paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.

Rescuing the profession we love: general practice training sector recommendations for improving the attractiveness of general practice training. A qualitative analysis.

To investigate the views of the general practice training sector about responding to recruitment challenges, with the aim of identifying effective initiatives and other solutions. Qualitative study; focus group discussion of recommendations from a medical educator workshop. An initial online appreciative enquiry workshop for medical educators followed by focus group discussions by a broader selection of people involved in general practitioner training (Royal Australian College of General Practitioners fellows, supervisors, practice managers, medical educators, registrars). Key overarching themes and major recommendations for increasing recruitment derived from focus group responses to workshop recommendations, based on qualitative descriptive analysis. The 26 medical educators at the workshop made four major recommendations: increase the number of student and junior doctor clinical placements in general practice; increase exposure of students and junior doctors to general practitioner teachers and educators; improve general practitioner trainee pay and entitlements; and improve the integration of general practice and hospital patient care and professional relationships. Thirty-four semi-structured focus group participants broadly supported the recommendations, provided that supervisors and training practices were adequately compensated for the effects on workloads, income, and patient care. Two overarching themes infused participant responses: "rescuing the profession we love" (reflecting participants' passion for general practice and their sense of threat), and "no idea what general practitioners do" (perceptions of being misunderstood and misrepresented by hospital-based practitioners). Clinicians, educators, and policy makers should work together to increase the number of high quality, adequately supported student and junior doctor placements in general practice, improve intra-professional relationships, and trial new models of general practitioner trainee payment and conditions.

Utilisation of simulation-based learning to decrease student anxiety and increase readiness for clinical placements for speech-language pathology students

Purpose To investigate the use of two versions of a simulation-based learning experience (SBLE) to decrease speech-language pathology (SLP) students’ anxiety and increase their confidence and sense of preparedness for clinical placements. Method Two cohorts of third-year SLP students (n = 33) participated in a mixed-methods study with each cohort completing one version of the SBLE. Participants completed pre- and post-program quantitative ratings of anxiety, confidence, and preparedness for clinical placements and participated in focus groups. Three clinical educators also provided qualitative data in debriefs and interviews. Result Significant decreases in student ratings of anxiety, and increases in confidence and sense of preparedness, were found for participants from both versions of the SBLE. No significant differences were found between changes in each measure between the two groups. Qualitative data from the student focus groups and clinical educator interviews described affective changes in the students, which concurred with the quantitative results. Conclusion Results suggest this SBLE can be used to improve SLP students’ self-perceptions of readiness for clinical placements. Comparable outcomes can be achieved for students using the shorter, less resource intensive version of the SBLE program, with reduced costs, to overcome barriers to its implementation.

Does Reducing Early School Tracking Affect Health Behaviors?

This paper examines how delaying the age of school tracking affects long-term health behaviors and access to preventive care. I exploit a reform of the French middle school system, which delayed the placement of students into vocational and academic education by two years. Tracking was mostly replaced by grouping students into achievement-based classrooms. I find that the reform has no significant effects on health behaviors that are associated with increased mortality, such as smoking, drinking alcohol, an d obesity. It does, however, increase the likelihood of getting on-time preventive screening for chronic illnesses, such as cholesterol and glycemic index tests.

EDUCATION FOR EXERCISE PROFESSIONALS, DELIVERED BY EXERCISE PROFESSIONALS: THE ACTIVE EDUCATION PROGRAM

CASE SETTING Experience as director of a young exercise physiology clinic has facilitated extensive supervision of practicum students and graduates. This exposure has highlighted the inconsistent learning opportunities offered in pilates exercise prescription. This is alarming given the emergence of recent findings that suggest pilates is beneficial in the management of various pathologies. TREATMENT/INTERVENTION “The Active Education Program” was developed in January 2023 to facilitate structured learning opportunities for allied health students, graduates and professionals, particularly in the prescription and delivery of pilates based exercise. The courses involved in the program provide professional development in matwork, reformer, other studio equipment and rehabilitation based pilates exercise. Course participants receive a workbook and online exercise library for each course. The foundations and learning outcomes of this program are also embedded in a self-developed exercise science and physiology student placement strategy. Participants were asked to complete a survey on course completion pertaining to resource quality, experience and satisfaction. RESULTS A total of 32 participants completed at least one course in 2023. The quality and volume of the online exercise library was rated as ‘exceeding expectations’ by 87.5% and 90.6% participants respectively. The majority of participants (93.8%) felt confident in their ability to prescribe and deliver a matwork pilates class following participation, while 84.4% felt the course provided a high value of contribution to their professional development. Finally, 100% of attendees felt they received enough feedback during the course. REFLECTIONS/LEARNINGS The Active Education Program has demonstrated high quality learning experiences and promoted industry readiness. Previous feedback has facilitated the refinement of content and delivery strategies for forthcoming courses. For example, future endeavours include offering an online delivery option to increase program reach. The program will continue to connect professionals and provide a network of support while providing a high quality of professional development.

To Elevate the Preparation of Students for Placement by Developing a Website

Abstract: Comprehensive platform designed to assist students and job seekers in achieving success in placement processes. Our website offers a diverse array of resources, tools, and guidance necessary to excel in various stages of placement, including aptitude tests, technical interviews, group discussions, and personal interviews. Users can access a wealth of study materials tailored to different industries and job roles, including aptitude test questions, programming exercises, case studies, and interview tips. Our extensive library of mock tests provides realistic simulations of placement exams, accompanied by detailed feedback and performance analysis to help users identify strengths and areas for improvement. Additionally, our expert-curated resources on interview preparation cover both technical and HR aspects, offering insight into commonly asked questions, sample answers, and strategies for handling challenging scenarios. The platform also features interactive learning modules and video tutorials on essential topics such as communication skills, problem-solving techniques, and career development strategies.

College Campus Placement System

The project is to create an application for a college\'s placement management system, which is mostly web- based spring boot and react based secure project. It\'s a web-based application built on the Windows platform for the college\'s placement department to save information about its students in a database for firms to use in their recruitment process if they have the necessary login credentials. All of the necessary information about the pupils is stored in the system. The system saves all of the students\' personal information as well as their technical skills, which are needed for a CV to be sent to an employer. The system can be used by institutions to manage student information and placement details. Students should be able to access their accounts and upload their work. This project helps students to keep track of their personal and academic information. It saves time by decreasing manual labor and reducing the amount of paper used

Reflecting on 12 years of training medical students in rural longitudinal integrated clerkships.

Longitudinal integrated clerkships (LICs) are effective in promoting careers in rural primary health care environments. This model of training medical professionals involves longer clinical placements of medical students and a different approach to learning which better prepares them for primary health care practice. Stellenbosch University created a LIC in 2011 for this purpose and has trained almost 100 doctors in their yearlong LIC since then. The past 12 years have brought about a lot of learning as this model of training was implemented, developed, and refined to suit the needs of students and the clinical environments.Contribution:Countries across the globe face challenges in recruiting and retaining doctors in rural primary health care environments. Longitudinal integrated clerkships have several educational benefits in addition to increase recruitment and retention of rural doctors, and 12 years of experience have led to a greater understanding regarding implementation and outcomes of an LIC in the South African context.

Identification and educational placement of students with intellectual disability in Ontario, Canada

BackgroundLittle is known about the identification and educational placement of students considered to have intellectual disability in the Canadian context and, specifically, the province of Ontario. AimsThe purpose of this study was to describe trends in the school-based identification of students with mild intellectual disability and developmental disability based on the Ontario criteria over a 14-year period, as well as current patterns characterizing classroom placement. MethodsUsing data provided by the Ontario Ministry of Education, a doubly multivariate analysis of variance and profile analysis were performed. ResultsFindings revealed a statistically significant decrease in the number of students identified with mild intellectual disability over time, and that students identified with developmental disability per the provincial criteria accessed their education in specialized settings at a significantly higher rate than their peers with mild intellectual disability. ConclusionsReasons for differences in the identification and placement of the two groups of students are explored relative to the research context.

Placement Application for Department of Commerce with Computer Applications (Navigator)

The project's goal is to provide a proposal for the college's "DEPARTMENT PLACEMENT APPLICATION". The system is an application that, with the right login enabled, can be accessed and used efficiently across the entire organisation. The college's Department Placement Coordinator and Placement Cell can utilise this system as an application to manage student placement data. Students who log in should be able to upload a résumé with their personal and academic details on it. This project's primary feature is its one-time registration capability. The ability to keep track of student details is something our project offers. It lowers manual labour and paper work, which saves time. MYSQL is used for the backend and PHP is used for the front end of this project. This will give both the placement officer and students an accurate communication channel and reduces repetitious work that has to be carried out.

Online Learning and Liminal Spaces: An Example of Innovation in Social Work Field Education

Abstract Amidst the challenges posed by the coronavirus disease 2019 pandemic, universities grappled with adapting to online service delivery, particularly affecting student placements in programmes requiring practicum experiences. Addressing this, four Australian Universities/Colleges collaboratively initiated the Supporting Placement through online Access and Community Engagement (S.P.A.C.E) Project, a twelve-month research endeavour. This study, based on qualitative data from S.P.A.C.E, reveals that the project’s success in delivering quality placement experiences hinged on three key factors: (1) the creation of a liminal (or third) space, (2) a genuine commitment to critical pedagogy and (3) the intentional use of online technology for an authentic learning experience. Significantly, the findings have implications for the field of social work by challenging assumptions about online learning, influencing social work theory through the exploration of a transformative ‘third space’, enhancing practice through critical pedagogy and suggesting policy directions that support flexible and viable online modalities in social work education. This research contributes to a growing body of evidence supporting online learning as a flexible and effective means for authentic and transformational learning experiences.

How early clinical experiences in rural communities influence student learning about rural generalism considered through the lens of educational theory.

Rural communities have poorer health compared to urban populations due partly to having lesser healthcare access. Rural placements during medical education can equip students with the knowledge and skills to work in rural communities, and, it is hoped, increase the supply of rural physicians. It is unclear how students gain knowledge of rural generalism during placements, and how this can be understood in terms of place-based and/or sociocultural educational theories. To gain insight into these questions we considered the experiences of pre-clerkship medical students who completed two mandatory four-week rural placements during their second year of medical school. Data was collected using semi-structured interviews or focus groups, followed by thematic analysis of the interview transcripts. Rural placements allowed students to learn about rural generalism such as breadth of practice, and boundary issues. This occurred mainly by students interacting with rural physician faculty, with the effectiveness of precepting being key to students acquiring knowledge and skills and reporting a positive regard for the placement experience. Our data show the central role of generalist physician preceptors in how and what students learn while participating in rural placements. Sociocultural learning theory best explains student learning, while place-based education theory helps inform the curriculum. Effective training and preparation of preceptors is likely key to positive student placement experiences.

Leave of Absence and Medical Student Placement Into Graduate Medical Education by Race and Ethnicity

This study examines the association between taking a leave of absence from medical school and placement into graduate medical education (GME) by race and ethnicity.

How Are Alternative Clinical Placements Performed Compared to Traditional Clinical Placements During the COVID-19 Pandemic? Sought Through a Systematic Review and Meta-Analysis.

Clinical placement is the essential method of learning in health professions education, but it has been the most disrupted by the COVID-19 pandemic. Institutions of higher education resorted to alternative learning such as telehealth, simulations, and blended-learning for clinical placement to ensure that educational activities continue without delay. However, this raises questions about student competency and necessitates making up for missed in-person hours. A thorough investigation of the effectiveness of alternative clinical placement learning is required. A systematic searching was conducted on ten electronic databases, and the quality of the included articles was assessed using the Medical Education Research Study Quality Instrument (MERSQI). A meta-analysis was conducted by pooling studies with examination mark outcomes. Twenty-four articles were included in the systematic review and nine were included in the meta-analysis. The average MERSQI score for included studies is 11.15. Outcomes on student performance favor alternative placement, whereas perceived-based outcomes have mixed results and are slightly prone to traditional clinical placement. Meta-analysis indicates that alternative learning is either more effective than traditional clinical placement or at least on par with it. There is a discrepancy between perceived outcome and performance assessment regarding the utility of alternative learning to conventional clinical placement. Nonetheless, objective measurement outcomes and the meta-analysis support alternative learning as a reliable learning strategy for clinical education. Alternative learning for clinical placement experience can be improved further by adding more synchronous sessions, and implementing various learning methods, learning activities based on strong instructional design, and at least a short real-setting attachment.