Student-supervisor Relationship Research Articles

Reducing the risk of suicidal behaviors in medical graduate students: exploration of student-supervisor relationship and subjective family socioeconomic status.

This study aimed to investigate the association between the risk of suicidal behaviors and student-supervisor relationships and subjective family socioeconomic status (SFSS) in medical graduate students, and to propose preventive strategies to reduce the suicidal risk among medical graduate students. A total of 1,310 validated questionnaires were collected from medical graduate students, which included demographic information, study programs, the Suicidal Behaviors Questionnaire-Revised (SBQ-R) questionnaire, the Leader-Member Exchange 7 (LMX-7) questionnaire, and SFSS by MacArthur Scale. Multiple regression analysis was employed to examine the associations between variables and adjust for confounders. A moderation analysis, containing simple slope analysis and Johnson-Neyman interval plots were used to analyze the moderating effect of the SFSS in the association of SBQ-R and LMX-7 scores. A total of 88 participants (6.7%) were at risk of suicidal behaviors. In the high-quality student-supervisor relationship group (LMX-7 score ≥ 25), SFSS was significantly higher than in the low- and moderate-quality relationship group (p=0.002). The median SBQ-R score and proportion of suicide risk was significantly lower (p<0.001) in the high-quality student-supervisor relationship group. Multiple regression analysis indicated LMX-7 scores (β=-0.098, 95% CI [-0.118, -0.077], p<0.001) and SFSS (β=-0.073, 95% CI [-0.127, -0.019], p=0.008) were significantly negatively associated with SBQ-R, whereas the interaction term of SFSS with LMX-7 (β=0.018, 95% CI [0.007, 0.029], p=0.001) showed a significant positive association with SBQ-R. The Johnson-Neyman interval showed a significant association between LMX-7 and SBQ-R scores only when SFSS was less than 7.82 (p<0.05). The risk of suicidal behaviors was associated with student-supervisor relationships and SFSS among medical graduate students. Poor relationships with supervisor were associated with an elevated risk of suicidality, and SFSS moderated this association. Educators should pay increased attention to the suicidal risk of medical graduate students with poor supervisor relationships, especially those from families with low SFSS, and provide timely preventive strategies.

Being effective and supervising for thesis success in nursing coursework master degrees: A qualitative descriptive study.

Master's degrees for nurses have various foci including clinical practice, leadership and education, with some programs consisting of coursework, while others offer hybrid study that combines coursework and research. Multiple formats are associated with offering the research component. The research component is often termed the minor thesis. Limited knowledge exists regarding the supervision of the research component. To capture the practices and perspectives of experienced nurse academics regarding effective supervision of the masters-level minor thesis in nursing coursework master degrees. Design Qualitative descriptive. Methods Semi-structured interviews with 28 experienced nurse academics recruited from 15 Australian and three New Zealand universities linked to the Council of Deans in Australia and New Zealand. Inclusion criteria were having experience of supervising masters-level minor theses and higher degrees. Interviews were face-to-face using the internet platform Zoom©. Thematic analysis was undertaken. Findings The analysis revealed three themes and associated sub-themes: (i) establishing the framework (setting up the student's research; building the student-supervisor relationship; setting clear expectations), (ii) supervisors' knowledge and actions: driving for success (supervisors' knowledge for a satisfactory and timely outcome; supervisors' actions to develop students' capabilities; supervisors' actions of drawing in other expertise) and (iii) supervisor savviness: Attending to the finer points of supervision for student success (using your attributes as a supervisor; being savvy to teach and engage students; creatively seeking a smooth process for student success). The findings highlight three themes crucial to effective supervision of masters-level minor theses in nursing: Establishing a strong research framework, emphasizing supervisors' knowledge and proactive engagement and attending to nuanced aspects of supervision for student success. These insights contribute to deeper understanding of the multifaceted nature of supervising minor theses, providing a valuable foundation for refining supervisory practices and enhancing the educational experience within coursework nursing master degree programs. The findings highlight the supervisors' pivotal practices in guiding students through the minor thesis. These insights will be useful for inexperienced and experienced supervisors and for degree program directors. The findings should inform supervision training and supervision practices in the future. The study addressed a gap in knowledge about what experienced supervisors do to be effective and achieve success in the research component in a hybrid master degree for registered nurses. Effective supervision for student success in the minor thesis requires supervisors to establish and maintain a project and supervisory framework with appropriate boundaries and that is attuned to both the supervisor and student capabilities and preferences. Supervisors have an active role in directing the focus, scale and scope of a minor theses in keeping with university requirements and the short timeframe. Supervisors pay attention to the development of multiple student literacies (research, academic, professional, feedback and cultural) as core aspects of the masters research journey. Supervisors use their savviness and customize supervision to student contexts and capabilities as they guide development to achieve student success. The research findings have implications for targeted supervisor training and enhancing educational strategies for research supervision of minor thesis students. COREQ reporting was adhered to as the relevant EQUATOR guideline. No patient or public contribution.

Exploring the impact of microaggressions on the genetic counseling student-supervisor relationship: A qualitative study.

Genetic counseling students with minoritized identities have reported experiencing microaggressions throughout graduate training, including from fieldwork supervisors. However, the impacts of these fieldwork experiences have not been thoroughly investigated. As supervision is known to be integral to genetic counseling students' skill development and success, the purpose of this qualitative study was to explore the impact of microaggressions on student training, with a specific focus on the supervisory working alliance. To achieve this goal, we conducted 11 interviews with recent genetic counseling graduates (2019-2021) who reported experiencing at least one microaggression from a fieldwork supervisor during graduate school training. Purposive sampling was used to prioritize interviewees who identified as underrepresented in the field due to race, ethnicity, gender identity, sexual orientation, and/or disability status. All interviewees were initially recruited as part of a larger mixed-methods study investigating the frequency and types of microaggressions genetic counseling students experience from fieldwork supervisors. Interview questions explored the time period before a microaggression event, during the event, and after. Qualitative thematic analysis resulted in four themes, three of which are presented in this paper: (1) Impact of microaggressions, (2) Barriers to reporting microaggressions, and (3) Experience reporting microaggressions. Microaggressions from supervisors were shown to impair the psychological well-being of participants and hinder learning opportunities. These experiences led participants to question their choice of profession and avoid time in clinic, ultimately constraining the development of strong supervisory working alliances. Some participants did not report microaggressions due to fear of negative repercussions, and those who did described defensive responses which harmed students' relationships with program leadership. This study reveals opportunities for supervisors to improve student training conditions by centering students' feelings and experiences, increasing open and honest communication, and extending psychosocial tools to supervision. Additionally, graduate programs are encouraged to establish structured reporting protocols for students and evaluate current shortcomings in equity and inclusion initiatives.

Exploring the occurrence of microaggressions in the genetic counseling student-supervisor relationship: A mixed-methods study.

While research has shown that genetic counseling students with minoritized racial or ethnic identities face microaggressions throughout graduate training, quantitative data regarding the frequency of these experiences have not been reported. The purpose of this mixed-methods study was to investigate the frequency and types of microaggressions experienced by graduates of accredited genetic counseling programs in the United States during fieldwork rotations. A quantitative survey was administered to assess how frequently 14 different types of microaggressions occurred in interactions with supervisors. Survey responses were analyzed using situation-based coding (the number of different types of microaggressions experienced) and frequency-based coding (the sum of participants' weighted Likert answers). Select survey respondents with minoritized identities were interviewed to better contextualize and categorize microaggression experiences. Analysis of 87 survey responses revealed that participants with minoritized racial and ethnic identities experience significantly more types of microaggressions (t(61) = 2.77; p = 0.007) at a significantly higher frequency (t(55) = 2.67; p = 0.010) than their white counterparts. Participants who identified as part of the disability community were also found to experience significantly more types of microaggressions (t(10) = 3.25; p = 0.009) at a significantly higher frequency (t(9) = 2.32; p = 0.045) than those who did not. Qualitative analysis of 11 interviews revealed that microaggressions from supervisors included offensive and inappropriate comments, unequal treatment, cultural intolerance, and disparaging feedback. Overall, our data present evidence that students with minoritized racial and ethnic identities and students with disabilities are subjected to a variety of inequitable, exclusionary, and harmful interactions. As a result, we recommend that all supervisors receive training about recognizing and preventing microaggressions to ensure that students are provided with an equitable and inclusive training experience, regardless of identity.

Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring

AbstractThis study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self‐confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students.

A phenomenological inquiry into students’ research practice experiences in Iran’s higher education: special focus on supervisor-student relationships

ABSTRACT The increasing demands on faculty members and students to conduct research might result in domination in supervisor-student relations across cultural contexts. This study aimed to explore how students’ research relationships with their supervisors are manifested within TEFL (Teaching English as a Foreign Language) postgraduate curriculum in Iran’s higher education. In so doing, 17 MA and PhD students, drawing upon phenomenological research, were recruited to participate in the study. The findings, analyzed through thematic analysis, suggest that university professors, by building low-quality, hierarchical relationships in terms of professional and interpersonal relations concerning research engagement, sustain their power relations which might be construed as accepted norms within Iran’s higher education setting. The study brings ethical behavior into focus to humanize research practice and improve supervision processes/outcomes.

Evading open science: The black box of student data collection

While Open Science has arguably initiated positive changes at some stages of the research process (e.g., increasing transparency through preregistration), problematic behaviors during data collection are still almost impossible to detect and pose a great risk to the validity and integrity of psychological research—especially, when researchers use data collected by others (e.g., students). Exploring students’ and supervisors’ perspectives, the present registered report enlightens this “black box” of student data collection, focusing on questionable research practices and research misconduct (QRP/M). The majority of students did not report having engaged in any problematic behaviors during data collection, but some QRP/M—ranging from somewhat questionable to highly fraudulent—seem quite common (e.g., telling participants the hypothesis beforehand, participating in one’s own survey). We provide an overview of students’ reported and supervisors’ suspected data collection QRP/M, explore potential drivers for these behaviors based on the fraud triangle model (including pressures, opportunities, and rationalizations), and report how students and supervisors perceive the eligibility of student data for further uses (e.g., scientific publications). Moreover, we explore the role of the student-supervisor relationship (e.g., communication and expectations) and Open Science practices in student projects. In summary, our findings suggest the potential scientific value of data from student projects. Fostering transparent communication regarding expectations, experiences, and intentions between supervisors and students might further contribute to strengthening this prospect.

Exploring the Perceptions of Female PhD Scholars on Selecting a Supervisor: A Narrative Inquiry

This narrative inquiry explored the experiences of PhD students in their relationships with their supervisors. The study identified three themes that emerged from the data analysis. The first theme highlights the importance of compatibility between the supervisor and student. Participants emphasized the need to find a supervisor who shares similar research interests, communication styles, and personality traits. They also discussed the negative consequences of not having a compatible relationship with their supervisor, including decreased motivation, lack of support, and difficulties with communication. The second theme focuses on the role of support from the supervisor. Participants emphasized the importance of having a supportive supervisor who is available and responsive, and who provides guidance and mentorship throughout the PhD process. They also discussed the negative consequences of not having a supportive supervisor, including feelings of isolation and frustration, and difficulties in completing their PhD. The third theme highlights the influence of power dynamics on the student-supervisor relationship. Participants discussed the potential for power imbalances in the supervisor-supervisee relationship, and the impact of these imbalances on their research experiences. The study highlights the importance of compatibility, support, and power dynamics in the student-supervisor relationship for successful outcomes in PhD programs.

STRENGTHENING RESEARCH SUPERVISION IN UNIVERSITIES IN KENYA

STRENGTHENING RESEARCH SUPERVISION IN UNIVERSITIES IN KENYA

Enhancing research culture through PhD training: a systems approach to identifying leverage points for policy formation.

This article examines the role of PhD training programmes in identifying and implementing positive interventions in research culture in the biosciences. Using a data set consisting of transcripts from interviews and group discussions with 179 participants from 18 of the current 23 (78%) UK-based Wellcome-funded PhD programmes, we apply a systems theory methodology to the system of higher education and PhD training. Using system mapping as an investigative tool, this approach identifies points of leverage within the system where policy interventions might be best targeted to affect changes to research culture in the global higher education sector. The results of this investigation highlight the student-supervisor relationship as a nexus for these interventions and recommends the programme structure as a global policy for PhD training.

Perception of Students of Master and Supervisors about Online Research Supervision in Medical Education

Introduction: People from different specialty backgrounds and experiences join masters program every year. Therefore, they face novel situations and come across new problems as they are not aware of the subject earlierObjective: To explore the perception of master’s students and supervisors about Online Research Supervision in Medical Education and how things can be improved to make Online Research Supervision more effective.Methods: A qualitative phenomenological approach was adopted in this study by using homogenous purposive sampling whereby ten students and seven supervisors of Masters in Medical Education were interviewed-semi structured, which were transcribed. The data was analyzed thematically to make themes and subthemes.Results: The qualitative analysis of semi-structured interviews taken from the students and supervisors generated three broad themes and thirteen subthemes: the advantages of online research supervision to be convenience, availability, cost effectiveness and role of technology while the disadvantages of online research Supervisionto be technological failure and lack of computer skills, strained student supervisor relationship, non-serious attitude and time constraints. The Recommendations for Improvement included students’ attitude, students’ diversity, planning, implementation of policies and technology literacy.Conclusion: In online mode, a continuous motivational effort is required on the part of the student. Online Supervisors should be vigilant to the educational and experience related differences among the students in Medical Education that can affect understanding and expectations between their students and themselves.&#x0D; KEYWORDS: Online Research supervision, master’s supervision, perceptions, effective supervision, Medical Education

The mental labyrinth of postgraduate research: a qualitative study of postgraduate mental health and wellbeing and the impact of the supervisory relationship

AbstractPostgraduate research students (PGRs) experience disproportionately high levels of psychological distress. Many factors contribute to this poor mental wellbeing and relate to each other in complex and dynamic ways. However, the relationship between PGRs and their supervisor(s) is known to strongly affect the wellbeing of the former. This study explores the mental health and wellbeing of PGRs with a focus on the role of the student—supervisor relationship. Using combined qualitative data from a large survey of PGRs and focus groups and reflexive thematic analysis, we found that PGRs experience the overarching process of obtaining a research degree as a mental labyrinth. Three constituent themes were identified: (1) inequity in navigating the labyrinth, (2) the labyrinth as a place of uncertainty and isolation, and (3) supervisors as labyrinth guides, not mental care providers. The results suggest that significant inequities exist which contribute to poorer mental wellbeing in particular subgroups of PGRs, both in general and specifically in relation to the supervisory relationship. Experiences of loneliness and ambiguity around progress were also identified as being detrimental to mental health. Furthermore, although supervisors can be a vital source of support and have a positive influence on PGR mental health, students recognise supervisors cannot reasonably be expected to act as professional mental health care providers and institutions must do more to provide equitable access to mental health support services.

Genetic counselors' perceptions of student supervision across service delivery models.

Genetic counseling (GC) services are increasingly delivered by phone or video, resulting in more telehealth student rotations. The purpose of this study was to describe genetic counselors' utilization of telehealth for student supervision and to compare how their comfort, preferences, and perception of the difficulty of selected student supervision competencies vary between phone, video, and in-person student supervision. In 2021, patient-facing genetic counselors in North America with ≥1-year GC experience who supervised ≥3 GC students in the last 3 years received an invitation via the American Board of Genetic Counseling or the Association of GC Program Directors listservs to complete a 26-item online questionnaire. There were 132 responses eligible for analysis. Demographics were fairly consistent with the National Society of Genetic Counselors Professional Status Survey. The majority of participants used more than one service delivery model to provide GC services (93%) and supervise students (89%). Six supervisory competencies related to the student-supervisor communication (Eubanks HIggins et al., 2013) were perceived to be most difficult to accomplish by phone and easiest in-person (p < 0.0001). Participants were most comfortable in-person and least comfortable by telephone for both patient care and student supervision (p < 0.001). The majority of participants predicted continued use of telehealth for patient care but preferred in-person service delivery for both patient care (66%) and student supervision (81%). Overall, these findings indicate service delivery model changes in the field have an impact on GC education and suggest that the student-supervisor relationship may be different via telehealth. Furthermore, the stronger preference for in-person patient care and student supervision, despite predicted continued telehealth utilization, points to a need for multifaceted telehealth education initiatives.

Medical research: what to expect in a student–supervisor relationship

BackgroundA medical research supervisor is of crucial importance to the undergraduate student enrolled in a research methodology course. A solid relationship between the two is vital to the success of the research project and the overall well-being of the student. The structure of the relationship between a student and a research supervisor is seldom discussed in the context of undergraduate medical research. This study evaluates students’ expectations of their research contributions and their supervisors’ roles.MethodsThis was an observational study in a large health university in Saudi Arabia. A total of 320 medical students enrolled in a two-year medical research program completed an online survey, of a previously validated instrument, that is, Role Perceptions Rating Scale. Demographic questions such as the current level in the research program (junior or senior) were added.ResultsThe results showed that most students expected the responsibility to be equally shared between the supervisor and student during the development and execution of the research project. Additionally, students expected the research supervisor to be responsible for the research themes and contents, ensuring access to facilities, and assisting in the actual writing of the final research manuscript. Furthermore, the results indicated differences in expectations between junior and senior students.ConclusionThis study demonstrates that medical students expect their research supervisors to support them to a significant extent. Understanding medical students’ expectations in a supervisor–student relationship is essential to successful research and collaboration. The evidence gathered in this study has practical implications for educational institutes to base their research training program on these insights. Providing clarity on the expectations and responsibilities of those participating in the research program is crucial, as this would, in turn likely advance the output of the research program and encourage clinicians to join the program as research supervisors.

Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision

Arts-based research has been proposed to be a new paradigm in teacher education, but research on supervising arts-based educational research in master’s theses in education remains scarce. Recently, researchers have begun re-thinking supervision with relational, more-than-human ontologies, acknowledging that it encompasses doings and relational becomings produced by a multiplicity of human and non-human bodies. However, little attention has been given to the becoming for both student and supervisor, and this research has been limited to doctoral supervision. Originating through a student–supervisor relationship, the study explored the entangled supervision/thesis writing processes to produce an understanding of arts-based educational master’s thesis supervision in teacher education. The analytical questions were: (1) What doings make a difference when supervising and writing an arts-based educational master’s thesis, and (2) what are their opportunities and challenges for teacher education? A diffractive analysis produced doings of thinking-together with/in theory and arts-based educational research practice, be(com)ing-teacher and be(com)ing-supervisor, and be(com)ing-with-the-thesis. The doings focused on the master’s thesis project but extended its boundaries. The doings drew on the past concerning previous experiences and knowledges, were fueled by present mutual interests, and affected future teaching practices. The study holds implications by providing valuable insights into arts-based educational research supervision in teacher education.

Dignity at stake in educational relations - The significance of confirmation.

It is a goal in nursing education to promote students' dignity and facilitate this core value. Students' experience of dignity is shaped by the student-supervisor relationship. Literature shows limited knowledge about how nursing students experience their own dignity during education. The aim of the study is to develop an understanding of how nursing students experience their own dignity in relation to supervisors, and what significance these experiences have in education. Gadamer's philosophical hermeneutics was chosen as the approach, and narratives and qualitative interviews were conducted. The interpretation process was inspired by Fleming, Gaidys and Robbs. Nineteen nursing students in the final year of their education were included in the study. They represented six different campuses at three different educational institutions. The qualitative interviews took place at the educational institutions. The research recommendations of the Declaration of Helsinki were followed. Access to the students was given by the educational institutions. All interested students signed a continuous informed consent. Students' dignity was at stake in encounters with supervisors during education. Decisive for experience of dignity was the supervisor's ability to confirm the student through acknowledgment, reassurance and seeing them as individuals. Experienced dignity had a crucial impact on students' life courage and their ability to be present. The discussion emphasizes the vulnerable dignity of students, the importance of confirmation and the significance perceived dignity has. Students' experiences tilted between perceived dignity and offense, and placed students' dignity in a vulnerable position. Crucial for perceived dignity was the confirmation the students received from their supervisors. Perceived dignity gave the students courage and increased their ability to be present, which provided better opportunities for learning and development.

Institutional Doctorate Supervision Practices Influencing trends in enrolment and Completion Rates in Doctorate Degree Programmes from selected Public Universities in Kenya

Completing a doctorate degree on time is a multifaceted progression, influenced by many interplaying variables. This paper sought to establish how institutional doctorate supervision practices influence completion rates of doctorate programmes from selected public universities in Kenyan. The student-supervisor collaboration is a critical ingredient in doctorate programme studies. This is because when something goes wrong with either in course of their interaction, the ramification is experienced in the period studies take. The purpose of this study was to examine the impact of student-supervisor interaction in doctorate degree programme from selected public universities in Kenya. The Involvement Theory and the Social Support theory were to reveal the reasons for low enrolment and completion rates of doctorates in selected Kenyan public universities. The mixed methods research design were utilised in the current study. Information was obtained from four purposively sampled universities using questionnaires, documentary analysis and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The findings of the study would be useful for the university managements in understanding the student-supervisor relationship in doctorate programme studies. Furthermore, would also provide information to interested researchers in related topics in graduate studies. The findings of this research will be resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework which could be used to enhance doctorate degree enrolment and completion in Kenyan public universities.

Co-Creating a Transformative Learning Environment Through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography

In an in-house third-year social work research placement, a duo-ethnography showed that the student–supervisor relationship had far more impact on transformative learning than the assigned placement tasks. A model for co-creating an environment of transformative learning is described, putting student learning and growth at the center. Attributes that contributed to a transformative learning environment included being Trustworthy, Respectful, Engaging, Caring, and Humble. A range of actions within each of these attributes is described. The findings showed that in this context, a crisis-type of disorienting dilemma did not occur. Rather, transformation evolved as part of a learning outcome that included the development of a professional identity as a social worker. Findings suggested the need for further exploration of the role that humility plays in reducing the power imbalance in the student–supervisor relationship. The importance of addressing self-care and avoiding models that risk perpetuating patriarchy in the student-supervisor relationship were highlighted.

Reflections on the afterlives of a PhD thesis

AbstractMost readers of this paper will likely have written a PhD thesis, will be in the throes of writing one, or perhaps will be aspiring to write one. There is a huge literature on the practice and experience of PhD research – on designing a thesis, on writing and research, on the student–supervisor relationship, on the doctoral student experience, and so on. In this paper, however, I reflect on a specific question less often asked: in what ways does a PhD thesis live on beyond the time when it can only be thought of as “work in progress”? I develop an answer to this question along four dimensions – the material, instrumental, epistemic, and personal afterlives of a PhD thesis. For this reflection I use my own PhD thesis, awarded in 1985, as the case study. While the paper is therefore autobiographic, it is intended to provoke more general considerations about the longevity of PhD theses and their formative role for their authors and their authors' subsequent careers. While a PhD thesis can be understood as having a variety of afterlives, those that matter the most are perhaps also those that are less easily recognised.

Student perspectives of extended clinical placements in optometry: a qualitative study

BackgroundThe number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Optometry students have historically undertaken clinical training in short-block rotations at university-led teaching clinics in metropolitan locations. This is changing, with some optometry programs adopting extended placements. These placements are conducted in community-based practices, with many incorporating a rural component to the training. This study explored factors which influence placement success and satisfaction from the perspective of optometry students.MethodsNine focus groups were undertaken with 42 final year optometry students upon completion of a 26-week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). Focus groups were audio recorded and transcribed verbatim. Thematic analysis was conducted according to Braun and Clarke’s 6 step method.ResultsFour key themes were identified during analysis. ‘Changing identity’, related to how the students grew both personally and professionally, with the extended placement being considered the vital component that allowed students to begin thinking of themselves as clinicians. The theme ‘Dealing with complex dynamics and circumstances’ predominantly described instances where the student-supervisor relationship was strained, resulting in high levels of anxiety made worse by a perceived lack of university support. ‘Optometrist under instruction’, related to students feeling that the placement was an ideal opportunity to trial the everyday reality of work without the obligation of an ongoing commitment or employment contract. Finally, the theme ‘Rural practice is more rewarding’, was about a chance to seek different experiences, meet new people and challenge themselves professionally.ConclusionWhile the majority of students enjoyed their placement and felt that it was the key component of their training that equipped them for future practice, it is clear that universities and placement providers must provide both students and supervisors thorough and explicit guidance covering placement expectations. Furthermore, student support systems should be embedded into placement programs to ensure where issues arise, they are dealt with promptly and successfully. It is vital that ongoing professional development and pedagogical training for supervisors underpins continued accreditation.