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"They already trusted us a lot": Allied health students' experiences of an innovative hospital, service-focussed placement model.

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Title: "They already trusted us a lot": Allied health students' experiences of an innovative hospital, service-focussed placement model.
Authors: To, Lily1,2, Kenny, Belinda1,3, Nisbet, Gillian1 gillian.nisbet@sydney.edu.au, McAllister, Sue1,4, Brady, Bernadette1,3,5, Christie, Lauren5,6,7,8, Penman, Merrolee1,7, Dougherty, Justine1, Thompson, Tanya5
Source: Medical Teacher. Jul2025, Vol. 47 Issue 7, p1159-1167. 9p.
Subject Terms: *Diffusion of innovations, *Philosophy of education, *Human services programs, *Autonomy (Psychology), *Internship programs, *Allied health personnel, *Students, *Medical students, *Autodidacticism, *Clinical competence, *Research methodology, *Professional employee training, *Student attitudes, *Learning strategies, Interviewing, Hospitals, Thematic analysis, Integrated health care delivery
Abstract: Background: A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students' competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning. Methods: Students' perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students' learning. Results: A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment. Conclusions: Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "They already trusted us a lot": Allied health students' experiences of an innovative hospital, service-focussed placement model.
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  Data: <searchLink fieldCode="AR" term="%22To%2C+Lily%22">To, Lily</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Kenny%2C+Belinda%22">Kenny, Belinda</searchLink><relatesTo>1,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Nisbet%2C+Gillian%22">Nisbet, Gillian</searchLink><relatesTo>1</relatesTo><i> gillian.nisbet@sydney.edu.au</i><br /><searchLink fieldCode="AR" term="%22McAllister%2C+Sue%22">McAllister, Sue</searchLink><relatesTo>1,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Brady%2C+Bernadette%22">Brady, Bernadette</searchLink><relatesTo>1,3,5</relatesTo><br /><searchLink fieldCode="AR" term="%22Christie%2C+Lauren%22">Christie, Lauren</searchLink><relatesTo>5,6,7,8</relatesTo><br /><searchLink fieldCode="AR" term="%22Penman%2C+Merrolee%22">Penman, Merrolee</searchLink><relatesTo>1,7</relatesTo><br /><searchLink fieldCode="AR" term="%22Dougherty%2C+Justine%22">Dougherty, Justine</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Tanya%22">Thompson, Tanya</searchLink><relatesTo>5</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jul2025, Vol. 47 Issue 7, p1159-1167. 9p.
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  Label: Abstract
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  Data: Background: A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students' competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning. Methods: Students' perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students' learning. Results: A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment. Conclusions: Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/0142159X.2024.2418568
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      – Code: eng
        Text: English
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        PageCount: 9
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    Subjects:
      – SubjectFull: Diffusion of innovations
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Autonomy (Psychology)
        Type: general
      – SubjectFull: Internship programs
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      – SubjectFull: Allied health personnel
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      – SubjectFull: Students
        Type: general
      – SubjectFull: Medical students
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      – SubjectFull: Autodidacticism
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      – SubjectFull: Clinical competence
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      – SubjectFull: Research methodology
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      – SubjectFull: Professional employee training
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      – SubjectFull: Student attitudes
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      – SubjectFull: Hospitals
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Integrated health care delivery
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      – TitleFull: "They already trusted us a lot": Allied health students' experiences of an innovative hospital, service-focussed placement model.
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              Text: Jul2025
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