Scholarlink

<p>High-quality rural health professions student placements are essential for preparing competent, confident, and adaptable health professionals. Despite growing international interest in rural health professions education, existing placement quality frameworks often lack the nuance required to address the complexities of rural and remote settings. This paper presents a comprehensive, evidence-informed framework for the design, delivery, and evaluation of rural health professions student placements. The framework was developed through a multi-study research program underpinned by rural standpoint theory and experiential learning principles. Drawing on data from a scoping review, a national survey and interview study, and a multiple-case Employing COnceptUal schema for policy and Translation Engagement in Research study, the framework identifies five overarching components of placement quality: foundations for engagement in rural learning; student choice, allocation, and advocacy; co-location, connection and collaboration; processes, people and pedagogy; and placement infrastructure, resources, financial support and safety. Within these components, 30 features are defined, offering actionable guidance for universities, placement providers, and rural communities. The framework supports place-based, culturally responsive and pedagogically sound placement practices, and has relevance for policy development, quality assurance and workforce strategies in rural health professions education across diverse international contexts. It also provides a foundation for continuous improvement, ensuring placements remain responsive to local needs and student experiences.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A framework for the design, delivery, and evaluation of rural health professions student placements

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月21日

查看全文
  • Elyce Green,
  • Claire Quilliam,
  • Catherine Seaton,
  • Jane Ferns,
  • Melissa Ridd,
  • Lyndal Sheepway,
  • Leigh Moore,
  • Jodie Bailie,
  • Rohan L. Rasiah,
  • Carolyn Taylor,
  • Kathryn W. Fitzgerald,
  • James Debenham

摘要

High-quality rural health professions student placements are essential for preparing competent, confident, and adaptable health professionals. Despite growing international interest in rural health professions education, existing placement quality frameworks often lack the nuance required to address the complexities of rural and remote settings. This paper presents a comprehensive, evidence-informed framework for the design, delivery, and evaluation of rural health professions student placements. The framework was developed through a multi-study research program underpinned by rural standpoint theory and experiential learning principles. Drawing on data from a scoping review, a national survey and interview study, and a multiple-case Employing COnceptUal schema for policy and Translation Engagement in Research study, the framework identifies five overarching components of placement quality: foundations for engagement in rural learning; student choice, allocation, and advocacy; co-location, connection and collaboration; processes, people and pedagogy; and placement infrastructure, resources, financial support and safety. Within these components, 30 features are defined, offering actionable guidance for universities, placement providers, and rural communities. The framework supports place-based, culturally responsive and pedagogically sound placement practices, and has relevance for policy development, quality assurance and workforce strategies in rural health professions education across diverse international contexts. It also provides a foundation for continuous improvement, ensuring placements remain responsive to local needs and student experiences.