Student and clinician perspectives of a student-led group rehabilitation program

Abstract

Purpose: This study aims to delineate the experiences of occupational therapy students and clinical educators (CEs) implementing a student-led, group-based community constraint-induced movement therapy program, and to explore what they believe supports a positive placement experience.

Methodology: The perspectives and experiences of three CEs and nine students were captured through a qualitative methodology, encompassing focus groups and semi-structured interviews, which were then examined via reflexive thematic 
analysis.

Findings: Two overarching themes were interpreted from the data: ‘the transformational power of a therapeutic group’ and ‘thrown in the deep end’. The benefits of a group environment within this placement were found to be transformative for everyone involved; student learning was enriched and they felt increasingly supported. When students felt well supported in clinical roles within program designs that prioritised student learning, they developed invaluable skills and increased confidence, preparing them for future practice. However, there are complex and inherent dynamics in both the group-based and student led environments that need to be navigated, which can lead to students feeling overwhelmed and overworked.

Research implications: This study highlights the relevance of utilising qualitative methodology to examine student placements within the allied health arena, therefore, serving as a foundation for future research.

Practical implications: This study provides a foundation that informs practice enhancements in student placement experiences, particularly those innovative in nature.

Value: Little is known about student and CE experiences, particularly within community placement settings. This study contributes to illuminating potential gaps within the curriculum design and course delivery, and offers a framework for the evaluation of similar programs – a crucial consideration for occupational therapy education aiming to enhance service and placement experiences.

Limitations: Participants in the study were not from geographically diverse regions. Further, other demographic characteristics of the participants were also homogeneous. Both of these aspects may limit the generalisability of findings.

Keywords: professional placement, occupational therapy, therapeutic group, clinical educator perspective, student perspective, student-resourced service provision