Implementing an external student placement strategy into an undergraduate chiropractic curriculum in the United Kingdom: An education descriptive report

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Abstract

Abstract
Objective: The aim of this descriptive report is to describe the development and implementation of a placement strategy into an entry-level chiropractic course within the United Kingdom.
Method: Placements are educational experiences where students can observe or apply theory in real practice situations. The placement strategy was developed through an initial working group which generated its aims, objectives, and philosophy. Evaluation surveys were completed for each taught module containing placement hours. The median and inter quartile range (IRQ) were calculated for combined responses using a Likert-scale (1= Strongly Agree, to 5 -Strongly Disagree). Students were allowed to provide comments.
Results: 42 students participated in the implemented placement strategy. Placement hours were divided across all taught years (Academic Year 1- 11%; Year 2- 11%; Year 3 – 26%; Year 4 – 52%). Data were evaluated 2 years post launch with 40 students reporting to be satisfied overall with year 1 (median 1, interquartile range [IQR] 1-2) and year2 (1, IQR 1-2) placement modules. Participants perceived that placement experiences were applicable to the workplace and their future careers across modules in both year 1 (1, IQR 1-2) and year 2 (1, IQR 1-1.5) and that continuous feedback improved their clinical learning (Year 1 [1 IQR 1-2]; Year 2 [1, IQR 1-2]).
Conclusion: The report describes the success of the strategy, through student evaluation, over its 2year inception exploring the principles of interprofessional learning, reflective practice and authentic assessment. The strategy was implemented successfully following placement acquisition and auditing processes. Student feedback reported overall satisfaction with the strategy, which was associated with graduate ready skills.
Original languageEnglish
JournalJournal of Chiropractic Humanities
Publication statusAccepted/In press - 24 Jan 2023

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