ABSTRACT
Background The cancellation of placements due to the pandemic had a huge impact on the provision of clinical placements for Allied Health Professional (AHP) students. Educators developed new and innovative ways of delivering placements due to social distancing restrictions. Alternative models have included remote placements clinical simulation, research project-based education and leadership. Health Education England launched a Fair Share model asking all AHPs to commit to a minimum of 7 weeks of student placement per year. Methods In June 2021 the AHP education team at Great Ormond Street Hospital developed and delivered a split leadership placement for two physiotherapy students. The students spent four days a week on a remote leadership placement and one day with the physiotherapy team. The placement included supervision coaching formal teaching a leadership course, project work (development of leadership resources) and shadowing of senior leaders. Results We debriefed the students to discuss the placement and gather information about how the placement could be improved. The students enjoyed the opportunity and felt they had learnt a lot about leadership. Feedback included a preference for five days of leadership or an even split between leadership and clinical the same clinical days (to support peer learning) and the need for better IT systems. The students enjoyed meeting senior leaders peer work and facilitating the student forum. The average placement and supervising team scores were both 4.5 out of 5 (above target score). Conclusion This novel placement evaluated well and was enjoyed by educators and students alike. We plan to run another leadership placement and will be using feedback to further enhance and improve the learning opportunity. We are dedicated to providing AHP placements to ensure we can help met the shortfall and that all students can achieve their 1000 hours of practice-based education.
ABSTRACT
Background The Clinical Placement Expansion Programme (CPEP) aims to increase clinical placements in the National Health Service (NHS) and to support growth across all Allied Health Professionals (AHPs). At Great Ormond Street Hospital (GOSH), this programme was implemented in 2020, and extended to 2022, with the aim to steadily increase placement capacity across all AHP services. Additionally, the Fair Share model was introduced in London to help benchmark the provision of practice learning relative to workforce capacity, focusing specifically on Speech and Language Therapy, Physiotherapy and Occupational Therapy. The aim is to provide seven weeks of student placement per whole time equivalent. Methods Retrospective data were collected from seven AHP services throughout two academic years: September 2020 to September 2022. This included achieved number of students and placement weeks. Student placement feedback was collected and reported as an average out of five for both academic years. Results From September 2020 to September 2021, a total number of 400 student placements (1153 weeks) were supported at GOSH. From September 2020 to September 2021, 145 students were placed (433 weeks) and from September 2021 to September 2022, a total of 255 students were placed (720 weeks). This shows an increase of 110 students and 283 weeks from 2020/2021 to 2021/2022. The average student feedback for academic years 2020-2022 was 4.75 out of 5. Conclusion Student numbers and weeks increased per academic year from 2020-2022. Barriers to increasing student capacity included clinical capacity and staff pressures, lack of space, changes in service delivery during the COVID-19 pandemic, and staff attitude towards student placements. Placement innovation, such as leadership placements and hybrid working models, positively influenced student numbers at GOSH. There is a continued drive to achieve the Fair Share model, and the sustainability of placement expansion should be reviewed in future.