kirkman-studentperspectivesof-2022.pdf (995.1 kB)
Student perspectives of extended clinical placements in optometry: a qualitative study
journal contribution
posted on 2022-01-01, 00:00 authored by Jac KirkmanJac Kirkman, S A Bentley, James ArmitageJames Armitage, Ryan Wood-BradleyRyan Wood-Bradley, C A WoodsBackground: The 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. Methods: Nine 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. Results: Four 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. Conclusion: While 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.
History
Journal
BMC Medical EducationVolume
22Article number
59Pagination
1 - 11Publisher
BioMed CentralLocation
London, Eng.Publisher DOI
Link to full text
eISSN
1472-6920Language
engPublication classification
C1 Refereed article in a scholarly journalUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC