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The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings
Author(s) -
Johnston Catherine,
Newstead Clint,
Sanderson Michael,
Wakely Luke,
Osmotherly Peter
Publication year - 2017
Publication title -
australian journal of rural health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.48
H-Index - 49
eISSN - 1440-1584
pISSN - 1038-5282
DOI - 10.1111/ajr.12302
Subject(s) - workforce , medicine , metropolitan area , bachelor , physical therapy , rural area , cohort , family medicine , geography , archaeology , pathology , economics , economic growth
Objective To describe the geographical distribution of physiotherapy clinical placements and investigate the relationship between geographical setting and clinical placement marks in physiotherapy students. Design A retrospective cohort design was used for this study. Setting The University of Newcastle, New South Wales. Participants Data from entry‐level Bachelor of Physiotherapy student clinical placements. Main outcome measure(s) Data from all clinical placements in the Physiotherapy program between 2003 and 2014 were included. For all clinical placements, student assessment mark, year of study, type of placement and placement location were collected. Placement location was then classified using the Modified Monash Model ( MMM ) categories: one (most metropolitan) to seven (most remote). Results Over the 12 year period of the study 3964 placements were completed. Between 2003 and 2005 the average proportion of clinical placements occurring in metropolitan areas ( MMM 1) was 78% and in rural areas ( MMM categories 3–6) was 22%. In 2014 these proportions had changed to 59% ( MMM 1) and 40% ( MMM 3‐6). There were significant differences in clinical placement grades between MMM 1 and all other categories except MMM 2, with lower assessment marks in MMM 1 than other categories. Conclusions The changing distribution of physiotherapy clinical placements may be reflective of increasing student numbers and greater efforts to support students completing rural and remote placements. This change may lead to a positive effect on the rural and remote physiotherapy workforce. Further research is required to determine the specific training and support needs of students and clinical educators in rural and remote settings.