A student vote for alignment in experiential placements: Curriculum design to meet the challenge

Abstract

There is little literature available to describe student evaluation of clinical practice and the determinants of quality experiential learning. Consultations with key stakeholders interviewed in an Australian Learning and Teaching Council (formerly Carrick Institute) grant, indicated qualitatively considerable agreement among various stakeholder groups about indicators for quality experiential placements. Quality indicators were ranked during a student workshop. Students value placement sites which provide sufficient, varied and ethical learning experiences, which involve a patient centred approach and positive working relationships. The site should offer high professional and ethical standards and value their educative role. Preceptors should be enthusiastic and welcoming and facilitate learning. They should also encourage questioning and the student's own pursuit of learning, allowing students to have a go and assign time for discussion and feedback, which should be honest and constructive. The students should have a positive, professional and ethical attitude and enthusiasm to learn from the placement situation to maximise learning. To facilitate students being able to engage in a quality placement the university needs to ensure students are well prepared for the placement. Clear placement outcomes and clear aims linked to assessment tasks were also viewed by students as essential aspects of quality placements.