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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Does the student-led osteopathy clinical learning environment prepare students for practice?

Conor Abrey¹, Niraj De Silva¹, Jake Godwin¹

¹College of Health & Biomedicine, Victoria University, Melbourne, Australia.

BMC Medical Education

|August 4, 2022

Summary

Student-led osteopathy clinics help prepare students for practice, but educators believe improvements are needed. Enhancements like faculty development and interprofessional interaction can further bridge the gap to professional practice capabilities.

Keywords:

Capabilities Clinical educator Osteopathy Student-led clinic

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Published on: February 5, 2019

Area of Science:

Osteopathic medicine education
Allied health clinical training
Healthcare professional development

Background:

Pre-professional clinical education in allied health often occurs in student-led, on-campus clinics.
Limited literature exists on the benefits of student-led clinical learning environments.
The role of these clinics in preparing osteopathy students for practice is not well understood.

Purpose of the Study:

To explore osteopathy clinical educators' perceptions.
To understand the role of Victoria University's student-led clinic (SLC).
To assess preparation of pre-professional students for professional practice.

Main Methods:

Qualitative collective case study methodology.
Individual interviews with clinical educators.
Thematic analysis of interview data, framed by the Capabilities for Osteopathic Practice.

Main Results:

Nine clinical educators participated.
Three themes emerged: perceptions of the SLC as a learning environment, educators' roles, and challenges within the SLC.
Analysis revealed the SLC develops some, but not all, professional practice capabilities.

Conclusions:

Clinical educators believe the SLC prepares students for some osteopathic practice capabilities.
Areas for improvement include faculty development and proactive learning approaches.
Addressing systemic issues and fostering interprofessional interaction are recommended.