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Research Article
Student Perspectives of Extended Clinical Placements in Optometry: A Qualitative Study
Jacqueline Kirkman
Deakin University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
The number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Optometry students have historically undertaken clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. This is changing, with some optometry programs adopting extended placements similar to the longitudinal clerkships seen in the medical field. These placements are conducted in private community-based practices across Australia and New Zealand with many incorporating a rural component to the training. This study sought to explore optometry students’ experience of extended placements.
Methods
Nine focus groups were undertaken with 42 final year optometry students upon completion of a 26 week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). Focus groups were audio recorded and transcribed verbatim. Thematic analysis was conducted according to Braun and Clarke’s 6 step method. Key themes were determined following an inductive qualitative descriptive approach to analysis.
Results
Four key themes emerged from the analysis. ‘Changing identity’, was about how the students grew both personally and professionally, with the extended placement being considered the vital component that allowed students to begin thinking of themselves as clinicians. ‘Practicing resilience’ related to circumstances where students experienced personality clashes, miscommunications, bullying, and boundary crossing. ‘Optometrist under instruction’, related to students feeling that the placement was an ideal opportunity to trial the everyday reality of work without the obligation of an ongoing commitment or employment contract. Finally, ‘Rural practice is more rewarding’, was about practicing rurally being a ‘rite of passage’, a chance to seek different experiences, meet new people and for students to challenge themselves professionally.
Conclusions
Students felt that the placement prepared them for real-world practice. The majority of students enjoyed their placements. However, there were instances where the student-supervisor relationship was strained. This resulted in high levels of anxiety that was made worse by a perceived lack of university support. Students believed rural placements offered them a richer experience when compared with metropolitan placements.
Keywords
Clinical placements, longitudinal clerkship, students, supervisors, training, education
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CURRENT STATUS: Under Review
Version 1
Posted 31 Dec, 2020
No community comments so far
Review #1 received
Received 14 Jan, 2021
Review #2 received
Received 14 Jan, 2021
Reviewer #5 agreed
On 11 Jan, 2021
Reviewer #1 agreed
On 11 Jan, 2021
Reviewer #6 agreed
On 11 Jan, 2021
Reviewer #2 agreed
On 11 Jan, 2021
Reviewer #4 agreed
On 11 Jan, 2021
Reviewer #3 agreed
On 11 Jan, 2021
Reviewers invited
Invitations sent on 10 Jan, 2021
Editor assigned
On 04 Jan, 2021
Editor invited
On 23 Dec, 2020
Submission checks complete
On 23 Dec, 2020
First submitted
On 15 Dec, 2020
Metrics
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PDF Downloads: ...
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Student Perspectives of Extended Clinical Placements in Optometry: A Qualitative Study
Jacqueline Kirkman
Deakin University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 31 Dec, 2020
No community comments so far
Review #1 received
Received 14 Jan, 2021
Review #2 received
Received 14 Jan, 2021
Reviewer #5 agreed
On 11 Jan, 2021
Reviewer #1 agreed
On 11 Jan, 2021
Reviewer #6 agreed
On 11 Jan, 2021
Reviewer #2 agreed
On 11 Jan, 2021
Reviewer #4 agreed
On 11 Jan, 2021
Reviewer #3 agreed
On 11 Jan, 2021
Reviewers invited
Invitations sent on 10 Jan, 2021
Editor assigned
On 04 Jan, 2021
Editor invited
On 23 Dec, 2020
Submission checks complete
On 23 Dec, 2020
First submitted
On 15 Dec, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
The number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Optometry students have historically undertaken clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. This is changing, with some optometry programs adopting extended placements similar to the longitudinal clerkships seen in the medical field. These placements are conducted in private community-based practices across Australia and New Zealand with many incorporating a rural component to the training. This study sought to explore optometry students’ experience of extended placements.
Methods
Nine focus groups were undertaken with 42 final year optometry students upon completion of a 26 week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). Focus groups were audio recorded and transcribed verbatim. Thematic analysis was conducted according to Braun and Clarke’s 6 step method. Key themes were determined following an inductive qualitative descriptive approach to analysis.
Results
Four key themes emerged from the analysis. ‘Changing identity’, was about how the students grew both personally and professionally, with the extended placement being considered the vital component that allowed students to begin thinking of themselves as clinicians. ‘Practicing resilience’ related to circumstances where students experienced personality clashes, miscommunications, bullying, and boundary crossing. ‘Optometrist under instruction’, related to students feeling that the placement was an ideal opportunity to trial the everyday reality of work without the obligation of an ongoing commitment or employment contract. Finally, ‘Rural practice is more rewarding’, was about practicing rurally being a ‘rite of passage’, a chance to seek different experiences, meet new people and for students to challenge themselves professionally.
Conclusions
Students felt that the placement prepared them for real-world practice. The majority of students enjoyed their placements. However, there were instances where the student-supervisor relationship was strained. This resulted in high levels of anxiety that was made worse by a perceived lack of university support. Students believed rural placements offered them a richer experience when compared with metropolitan placements.