What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

Michele DalyBroken Hill University Department of Rural Health, University of Sydney, Australia; MICHELE DALY, BSc (Hons), MSc, is a Research Fellow in the Broken Hill Department of Rural Health, and Sydney Medical School, University of Sydney.Correspondence[email protected]

David PerkinsBroken Hill University Department of Rural Health, University of Sydney, Australia; DAVID PERKINS, BA (Hons), PhD, is Director of the Centre for Remote Health Research Broken Hill Department of Rural Health, University of Sydney and Chief Investigator, Centre of Research Excellence for Rural and Remote Primary Health Care.

Koshila KumarBroken Hill University Department of Rural Health, University of Sydney, Australia; KOSHILA KUMAR, BA, MA (Hons), PhD, is a Lecturer and Research Fellow in the Office of Medical Education, Sydney Medical School, University of Sydney.

Chris RobertsBroken Hill University Department of Rural Health, University of Sydney, Australia; CHRIS ROBERTS, PhD, is Associate Academic Director (Education) of the Charles Perkins Centre and Deputy Director of the Academic GP Unit at the University of Sydney.

Malcolm MooreBroken Hill University Department of Rural Health, University of Sydney, Australia; MALCOLM MOORE, MBBS, FRACGP, is Director, Clinical Medicine Stream, Broken Hill Department of Rural Health at the University of Sydney.

Abstract

Background: Community-based rural education opportunities have expanded in Australia, attracting more medical students to placements in rural and remote settings.

Aim: To identify the factors in an integrated, community-engaged rural placement that may contribute to preparedness for practice (P4P) from the perspective of students and clinicians.

Method: Forty-two semi-structured interviews with medical students, supervisors and clinicians analysed thematically.

Results: Opportunities for clinical learning, personal and professional development and cultural awareness were reported by students and clinicians as key factors that contribute to P4P. Potential barriers in rural and remote settings included geographical and academic isolation, perceived educational risk and differing degrees of program engagement.

Conclusions: A longitudinal clinical placement in a rural setting may enable development of enhanced competencies leading to P4P. A rural setting can provide a unique experience through hands-on learning, enhanced personal and professional development opportunities and observation of the cultural and contextual impact on health.

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What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

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What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

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