School of Allied Health Professions and Nursing, University of Liverpool, Liverpool, England.
School of Allied Health, University of Limerick, Limerick, Ireland.
BMC Med Educ. 2024 Nov 18;24(1):1325. doi: 10.1186/s12909-024-06323-z.
Within physiotherapy and occupational therapy practice placements, there is a predominance of the one-to-one supervision model which creates limitations for placement capacity expansion. Alternative placement models must be explored to meet training requirements for these professions and ensure the availability of a future workforce. The aim of this review is to explore the experiences and perceptions of practice educators and learners regarding alternative placement models, to inform future planning and the adoption of these opportunities. This qualitative systematic review followed the Joanna Briggs Institute methodology. A comprehensive search was conducted across six databases (CINAHL, MEDLINE, PubMed, Scopus, ERIC, PsycINFO), covering the period from January 2010 to December 2022. Meta-aggregation was used to synthesise the findings from the included studies. A total of 16 articles were included within this review. The learner voice was represented in 14 categories aggregated to five synthesised findings: professional growth and development, personal and psychological adaptation, alliances within collaborative learning, educational and learning process, and managing professional relationships. The practice educator voice was represented in 11 categories aggregated into four synthesised findings: providing the right support; professional identity; peer relationships and levels of satisfaction. This review highlights positive aspects associated with skill development, personal growth, and the formation of professional identity following alternative placement experiences. However, it also reveals concerns including uncertainty and anxiety related to role clarity, expectations, and the structure within these environments. This understanding of the perceptions and experiences of both learners and practice educators can inform the development of targeted support and guidance from universities, addressing these challenges and enhancing overall satisfaction. Further adoption of alternative placement models has the potential to expand practice placement capacity for learners offering a promising environment for healthcare education. These models provide learners with invaluable experiences and skills essential for their future careers.
在物理治疗和职业治疗的实践安置中，以一对一监督模式为主，这限制了安置能力的扩大。必须探索替代安置模式，以满足这些专业的培训要求，并确保未来劳动力的可用性。本综述的目的是探讨实践教育者和学习者对替代安置模式的经验和看法，为未来的规划和这些机会的采用提供信息。本定性系统综述遵循乔安娜·布里格斯研究所的方法。在 2010 年 1 月至 2022 年 12 月期间，我们在六个数据库（CINAHL、MEDLINE、PubMed、Scopus、ERIC、PsycINFO）中进行了全面搜索。使用元聚合对纳入研究的结果进行综合。本综述共纳入 16 篇文章。学习者的声音体现在 14 个类别中，归纳为 5 个综合发现：专业成长和发展、个人和心理适应、协作学习中的联盟、教育和学习过程以及管理专业关系。实践教育者的声音体现在 11 个类别中，归纳为 4 个综合发现：提供正确的支持、专业身份、同伴关系和满意度。本综述强调了替代安置经历后与技能发展、个人成长和职业身份形成相关的积极方面。然而，它也揭示了一些关注，包括与角色清晰度、期望和这些环境中的结构相关的不确定性和焦虑。了解学习者和实践教育者的看法和经验，可以为大学提供有针对性的支持和指导，解决这些挑战，提高整体满意度。进一步采用替代安置模式有可能为学习者扩大实践安置能力，为医疗保健教育提供有前途的环境。这些模式为学习者提供了未来职业发展所需的宝贵经验和技能。
