A rollercoaster ride through multiple
models of practice-based education
Dr S. Mohan
Vice Chancellor
Puducherry Technological University
Puducherry - 605014
Aims of the session:
• To explore a range of
models that facilitate
practice learning and
build capacity
• To be creative leading
to innovation
Learning in Practice:
a critical perspective 2022
• Values-based learning in practice
• Quality improvement in and through
practice learning
• Enhancing capacity and productivity
in and through practice learning
Why do we need to explore different models of
placement?
• Changes to healthcare education funding
• Increasing demand for Health Professionals
• Professional bodies encouraging innovative methods of
placement provision in order to grow placement capacity
• Continued shortages of placements traditional 1:1 models
unable to support increased demands for placements.
• Need to prepare students for working in a changing
healthcare environment Cross (2013) including in integrated
teams
Alternative models of placement
delivery :
• Collaborative or Peer Assisted Learning models
2:1,3:1 & 4:1
( Moore et al, 2003)
• Role - emerging model (Huddleston 2001) also
known as Diverse placement model (Clarke,2014)
• Team models (Bennett,2003)
• Interprofessional Peer Learning model (Anderson et
al, 2016 ; Matchett and Seagrave (2018)
Collaborative or peer assisted
placement models
• One educator working with more than one student in the
practice setting
• Educator generally reduces their own caseload to facilitate
and assess two or more students
• Mirrors educational philosophy of H.E.increasing selfdirection and partnership in learning (Ladyshewsky, 2003)
Collaborative /Peer learning
2:1 placement model
Working in small groups :
• What are the main advantages of 2 or more
students learning together in your setting?
• What are the possible challenges?
• How would you address them?
• Time to be innovative.
Findings 2:1 model (Moore et al,
2003;O’Connor et al,2012)
•
•
•
•
•
Advantages
Peer support
Learning enhanced :
Peer discussion, peer
practice; peer reflection
and evaluation; peer
feedback
Clinical reasoning
improved
Educator used as a
consultant
Foster collaborative skills
•
•
•
•
Challenges
Peer learning not always
optimised
Perceptions of decreased
productivity levels
unfounded
Ensure individual time
Identify joint
goals/projects to deter
competition and promote
collaboration
Quote 2:1
Student PT “ It’s nice to be with someone who’s
in the same boat”
Educator “ It definitely encourages them to be
more forthright ,it gives them more confidence
than with just me “
O’Connor et al 2012 quote
“ If there are 2 students they can bounce
things off each other and there is a lot of
shared learning so I always felt that it is
better with 2 students” ( CE,6 PT 2:1)
What are role emerging
placements?
•
Role emerging placements – “occur at sites
where there is not an established occupational
therapist role” (COT, 2006) and as such no onsite OT supervisor.
•
Students supervised daily by on-site member of
staff and supported by external OT supervisor
(either a practicing therapist or academic)
•
Examples – homeless service, voluntary
agencies, health promotion departments.
Interprofessional Peer Learning
Model (Matchett & Seagrave,2018)
• +ve effects peer and IPL
• Increased understanding
of how collaboration
improves patient
outcomes
• Enhanced learning
environment and IP
practice
• challenge and support
• Increased autonomy,
resilience and
professional behaviour
Leicester model learning cycle
(Kolb,1984)
Concrete
Experience
Active
experimentation
IPE student
team debate
and discuss
possibilities to
deepen insight
IPE teams
complete a
service user
holistic care
analysis
Abstract
conceptualisation
Seek understanding
and future
possibilities of care
Reflective
observation
IPE student
analysis &
reflection on
different
professional
perspectives
IPE in practice – becoming a
professional
• “ we were actually working
together it worked quite well
to get the most out of our
patients ..it’s given me more
understanding of other
people's roles and how
other people perceive your
work as well, very much so..
I now have a lot more
respect for what they did
and the goals we need to
meet and how to work
together – joint working sort
of brings it together –
makes it more alert”
(Morris,2011)
Group work:
• What innovative ideas are you
taking away for increasing:
• placement capacity
• peer learning
• interprofessional learning on
placement
• How will you achieve your
goals?
• How will you measure the
success of your ideas?
Any questions?
Further reading:
•
•
•
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Anderson, S.A. Ford,J & Kinnair,D.J. (2016)Interprofessional Education and Practice
Guide No. 6: Developing practice-based interprofessional learning using a short
placement model, Journal of Interprofessional Care, 30:4, 433-440,
Clarke C (2014b) Role emerging placements: a useful model for occupational
therapy? A literature review. International Journal of Practice-based learning in health
and social care. DOI: 10.11120/pblh.2014.00020 : http://bit.ly/1f1BRNj
Cross, V (2013) “Practice Educators in an Uncertain World: Still Too Much to Ask?”
International Journal of Practice Based learning in Health and Social Care, Vol 1,
Issue 1
O’Connor, A.Cahill,M.McKay,E.(2012) “Revisiting 1:1 and 2:1 clinical placement
models: Student and clinical educator perspectives” Australian Occupational Therapy
Journal (2012) 59, 276–283