‘It's really, really good, but it could be a lot better’: Qualitative evaluation of a Rural Clinical School, four years on

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Rural clerkships may not be universally positive experiences. Rural teachers require ongoing professional development to understand systems components of rurally delivered education to students. Qualitative feedback of student experiences can provide excellent information for ongoing improvements to already good programmes. Professional development must be such that staff defensiveness of feedback is reduced and local improvements can be supported. Resourcing needs to be made available for ongoing evaluation as to what works and what does not work along with resourcing for ongoing professional development for rural staff.