A Novel Approach to Practice-Based Learning for Students in Allied Health Professions

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.