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Online and project-based student placements in sport and corporate settings were incorporated within the Macquarie University Doctor of Physiotherapy following the restriction of face-to-face delivery during the COVID-19 pandemic. This study explores student and educator perceptions of these placements, and analyses student performance results to provide future recommendations. The mixed-methods design included a student survey, semi-structured educator interviews and quantitative analysis of student assessment performance comparing 2020 to 2018/2019 cohorts. Quantitative survey data were described, with proportional differences between groups analysed. Open-ended survey responses and interview transcripts were thematically analysed, and integration of all results was performed. Themes derived from 24 student surveys highlighted that the learning experiences and skills required for online and project-based placements were varied and valuable. Analysis of 176 students’ performance showed differences between performance and applicability of assessment items in 2020 placements in comparison to previous years, although all students met performance requirements. Analysis of eight educator interviews identified that online and project-based placements changed experiences for all stakeholders and highlighted the need for enhanced educator and student communication and organisation for the placement to be successful. Online and project-based placements were considered a better reflection of contemporary work practices, producing valuable deliverables to the business. Three final integrated themes were identified regarding online and project-based elements of placements: learning experiences of students differed, skills for students and educators differed, and placements were representative of real-world work. A hybrid approach that incorporates both online and onsite placement time and includes a project-based component is recommended for future placements. Project-based and online elements provide genuine and valuable learning opportunities for physiotherapy students in preparation for real-world work.

Our study demonstrated that early operative exploration of the radial nerve when performing an open stabilization of displaced distal humeral fractures resulted in a 100% recovery of the radial nerve.

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The transition for allied health graduates from university to the workforce has been perceived to be difficult and overwhelming, leading to early attrition within healthcare professions. Work readiness is a crucial aspect of successful transition to the workforce, however the elements of work readiness are not clearly defined. The 62-item Work Readiness scale for Allied Health Professionals (WRS-AH), based on a Work Readiness scale for a generic population of graduates, has yet to be validated. The aim of this study was to validate and refine the WRS-AH and compare the results to the original four factor construct. Participants were 245 Australian allied health professional graduates who completed the WRS-AH. An exploratory factor analysis supported a four-factor solution with domains (interpersonal capabilities, practical wisdom, personal attributes, and organisational acumen) similar to the original WRS. The final WRS-AH had 32 items, demonstrated good reliability, and explained 38% of the total variance. Using the refined scale, on average, the Australian allied health graduates reported an overall work readiness score of 80% (SD 8) with the scores highest for practical wisdom (Mean 90%, SD 8) and lowest for personal attributes (Mean 65%, SD 14). This study supports a valid and reliable scale to measure the perceived work readiness of allied health graduates as they transition from university to the workforce. The WRS-AH confirms that work readiness is multi-dimensional and may provide a more targeted approach to interventions to improve work readiness in future allied health professional graduates.