Aug 2026· Medical Teacher· pp.
1-13
· 0 citations· 43 references
Medicine
TL;DR
Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.
Abstract
INTRODUCTION
This study explored clinical educators' perspectives on their supervision experiences, focusing on successes and challenges, including experiences working with allied health students who underperformed or failed practice placements.
Method
This study used a convergent mixed-methods design. Universities in Australia and New Zealand (n = 19) that deliver allied health programs (n = 14 professions) were invited to participate. An online questionnaire administered to allied health clinical educators collected quantitative and qualitative data. Quantitative data were analysed descriptively, and content analysis was used to analyse free-text responses. Occupational Adaptation Theory was applied as an interpretative framework.
Results
Sixteen universities consented to participate. Data from 66 questionnaires representing clinical educators from 10 professions were compared and triangulated. Constructed themes described that positive placement experiences were shaped by clinical educators' embracing their supervisory roles, having strong professional connections and supportive workplaces. In contrast, negative placement experiences were associated with students lacking foundational skills, learning under pressure, or limited professional readiness.
Discussion
Clinical educators reported being equipped to recognise overt student supports but underestimated the impact that environment and educational relationships had on students' capacity to adapt or seek assistance during situations of underperformance. Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.
The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development and was associated with participants' self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment.
Sisi Li, Xunchen Liao, Xi Chen et al.· BMC Medical Education· 0 citations
Abstract: Clinical placements are an essential part of medical education. However, they can differ in quality, educational value and student engagement. This study uses a thematic analysis of semi-structured interviews conducted directly after a clinical placement to identify qualities that make placements engaging for medical students.
Five themes were uncovered: clear structure enhances engagement, team culture and psychological safety, active involvement and work-integrated learning, feedback and supervision matter, and disengaging experiences: the wallflower effect.
Clear expectations, active participation and regular feedback from invested supervisors were found to underpin high-value learning experiences.
This study is limited by its small sample size, which may reduce the generalisability of findings. Despite the small sample size, the themes of this study are transferable to other students in clinical learning contexts. Further research could seek to explore these views across a more diverse range of institutions.
Keywords: clinical placements, student engagement, structure, psychological safety, work-integrated learning
Tachelle Ting, Andrew Vanlint· Health Education in Practice...· 0 citations
Early clinical placements are a crucial stage in undergraduate medical education, helping students integrate theoretical knowledge with clinical practice while developing confidence and professional identity. This mixed-methods cross-sectional study explored the experiences of 32 third-year medical students at Brunel Medical School during their first clinical placements across five NHS Trusts. Data were collected using an online questionnaire with Likert-scale and open-ended questions and analysed using descriptive statistics and thematic analysis.Most students perceived the clinical environment as welcoming (94%) and supportive (88%), with 78% reporting that clinicians’ teaching enhanced learning. Although students initially experienced uncertainty, a steep learning curve, and challenges balancing academic and clinical responsibilities, these experiences promoted independence and self-directed learning. Early clinical exposure increased confidence in patient interactions (88%), strengthened professional identity (94%), and improved the application of theoretical knowledge to practice (88%). Qualitative findings highlighted the value of supportive supervision, constructive feedback, authentic patient encounters, and an inclusive learning environment. Students recommended more simulation-based training, structured bedside teaching, consistent feedback, better integration of academic and clinical learning, and formal mentorship. Overall, supportive and well-structured early clinical placements are essential for preparing medical students for clinical practice.
Gauravv Anand, Ruchi Anand· Indian Journal of Pharmaceut...· 0 citations
This qualitative study examined the experiences of eleven medical faculty members who simultaneously serve as clinicians and educators in selected Philippine medical schools, with emphasis on implications for institutional policy and educational management. Using purposive sampling and semi‑structured interviews, the study employed reflexive thematic analysis following Braun and Clarke’s six‑phase approach to generate themes on faculty responsibilities, dual professional identity, workload strain, and the effects of institutional policies and support mechanisms. Findings highlight the multidimensional nature of clinician‑educator work, persistent challenges in balancing academic and clinical duties, and the enabling or constraining role of policies on scheduling, workload, recognition, and welfare. The study recommends policy actions on workload rationalization, flexible scheduling and protected time, strengthened support and wellness programs, and promotion and reward systems that explicitly recognize educational contributions of clinician‑educators in medical schools.
Leonides Ciriaco A. Papa, MD, Reynaldo A. Cabual, PhD· EPRA International Journal o...· 0 citations
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations
Objective. To explore nursing students’ perspectives on stress in clinical practice, focusing on causal conditions, intervening factors, and related consequences. Methods.This is a qualitative study conducted using grounded theory, following the Straussian perspective. Fifteen undergraduate nursing students enrolled in clinical training in two programs at a public university in southeastern Brazil. Semi-structured individual interviews were analyzed through open, axial, and selective coding. Informed consent forms were obtained from all participants. Results. Stress in clinical practice was perceived as a multifactorial and dynamic phenomenon, triggered by difficulties in adapting to the clinical environment, academic overload, interpersonal conflicts, and strained relationships with educators and preceptors. These causal and intervening factors produced persistent biopsychosocial consequences, including physical symptoms, emotional instability, cognitive impairments, diminished self-confidence, and concerns about patient safety. Students emphasized that inadequate support, disrespectful interactions, and humiliating behaviors contradicted ethical expectations for safe, respectful, and inclusive learning environments, thereby intensifying moral distress and compromising learning. Conclusion.Stress arising from clinical practice is influenced by pedagogical, relational, and ethical dimensions. Creating ethically grounded clinical learning environments requires recognizing that student well-being is inseparable from the moral climate of teaching and supervision. Institutions and educators hold pedagogical, political, and ethical responsibilities to implement strategies that support student adaptation, safeguard well-being, and strengthen the quality of clinical education
Sara Soares dos Santos, Ítalo Rodolfo Silva, Agostinho Antônio Cruz Araújo et al.· Investigación y Educación en...· 0 citations