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Factors Affecting Student Experiences on Work-Integrated Placements-A Scoping Review of Trans-Tasman Studies
Nathan Aulsebrook1, Dileep Sharma2,3,4, Denise Higgins2
1Faculty of Medicine and Health, School of Dentistry, The University of Sydney, Sydney, New South Wales, Australia.
Summary
Work-integrated learning in dental programs enhances student confidence and independence. However, barriers like harassment and accommodation issues require supportive supervision and targeted interventions for successful placements.
Area of Science:
- Health Professions Education
- Dental Education
- Work-Integrated Learning
Background:
- Work-integrated placements are essential for health programs globally.
- Dental programs rely on these placements to develop competent graduates.
- Understanding placement challenges is crucial for student success.
Purpose of the Study:
- To identify barriers and enablers for dental students in work-integrated placements.
- To inform strategies for developing work-ready dental graduates.
- To enhance the quality of clinical placements in dental education.
Main Methods:
- A scoping review was performed using the PRISMA-Scr framework.
- Searches were conducted across Medline, CINAHL, Embase, and Web of Science databases.
- Studies from Australia, New Zealand, and Fiji were included.
Main Results:
- Five studies met the inclusion criteria.
- Enablers included increased confidence, competence, independence, and social capital.
- Barriers comprised harassment, infrastructure/accommodation issues, and social/familial impacts.
Conclusions:
- Supportive supervision and anti-harassment training are vital.
- Resources are needed to address student challenges during placements.
- Further research should evaluate interventions to improve placement experiences.
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