SynthesisBMC medical education2024
Exploring alternative practice placement models in occupational therapy and physiotherapy: perspectives and experiences of learners and practice educators: a qualitative systematic review.
Synthesis in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- The personal and professional characteristics of students who were successful in occupational therapy practice education: A scoping review.Australian occupational therapy journal · 2026Article
- Developing occupational therapy and physiotherapy clinical support workers in their role in supporting student education.The British journal of occupational therapy · 2026Article
- "It's Still Exposure Just in a Slightly Different Way"-Understanding the Contribution of Simulation to Developing Physical Therapist Skills in Ireland: An Interpretive Description Study.Physical therapy · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Within physiotherapy and occupational therapy practice placements, there is a predominance of the one-to-one supervision model which creates limitations for placement capacity expansion. Alternative placement models must be explored to meet training requirements for these professions and ensure the availability of a future workforce. The aim of this review is to explore the experiences and perceptions of practice educators and learners regarding alternative placement models, to inform future planning and the adoption of these opportunities. This qualitative systematic review followed the Joanna Briggs Institute methodology. A comprehensive search was conducted across six databases (CINAHL, MEDLINE, PubMed, Scopus, ERIC, PsycINFO), covering the period from January 2010 to December 2022. Meta-aggregation was used to synthesise the findings from the included studies. A total of 16 articles were included within this review. The learner voice was represented in 14 categories aggregated to five synthesised findings: professional growth and development, personal and psychological adaptation, alliances within collaborative learning, educational and learning process, and managing professional relationships. The practice educator voice was represented in 11 categories aggregated into four synthesised findings: providing the right support; professional identity; peer relationships and levels of satisfaction. This review highlights positive aspects associated with skill development, personal growth, and the formation of professional identity following alternative placement experiences. However, it also reveals concerns including uncertainty and anxiety related to role clarity, expectations, and the structure within these environments. This understanding of the perceptions and experiences of both learners and practice educators can inform the development of targeted support and guidance from universities, addressing these challenges and enhancing overall satisfaction. Further adoption of alternative placement models has the potential to expand practice placement capacity for learners offering a promising environment for healthcare education. These models provide learners with invaluable experiences and skills essential for their future careers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.