The University of Sydney Rural Careers Project

Hays, Richard; Acklin, Fay; Chan, Phillip; Davis, Alan; McAllister, Lindy; Murphy, Barbara; Romanini, Judith; Williams, Vicki; McEwen, Ellen

doi:10.1111/j.1440-1584.1993.tb00076.x

Cited by 12 publications

(4 citation statements)

References 2 publications

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“…The suggestion that, from an undergraduate’s viewpoint, the advantages of rural practice are overwhelmed by the disadvantages 1 was not borne out by this study. Our results agree with a previous study which found early short exposure to rural practice had a positive effect on students’ attitudes 3 . The differences we found between rural and non‐rural students in their uptake and response to the placement are commensurate with rural students being more likely to practise in rural areas.…”

Section: Discussionsupporting

confidence: 92%

Comparison of rural and non-rural students undertaking a voluntary rural placement in the early years of a medical course

Peach

Bath²

2000

Med Educ

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Section: Discussionsupporting

confidence: 92%

Comparison of rural and non-rural students undertaking a voluntary rural placement in the early years of a medical course

Peach

Bath²

2000

Med Educ

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“…Added perceived benefits from IP practice education included the improvement of the working environment for providers 11 , gaining role clarity and greater comfort in working with interdisciplinary teams 1,8,13 , and familiarity with underserved communities 13,25 . IP training may also lessen professional isolation and conflict between the professions as argued by Hays et al 28 . While teamwork or collaborative practice has become important to provide better patient care regardless of location 6,24 , the consequences of not collaborating may be more disastrous in rural areas 9 .…”

Section: Evaluating the Interprofessional Componentmentioning

confidence: 99%

Interprofessional practice education: is the 'interprofessional' component relevant to recruiting new graduates to underserved areas?

Deutschlander

Suter²,

Grymonpre³

2013

RRH

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Introduction: Globally, there has been a serious health human resource (HHR) shortage for underserved populations in and outside of urban centers. This article focuses on practice education, specifically interprofessional (IP) practice education, and its impact on recruiting new health sciences graduates to populations in underserved areas as an important HHR outcome. The authors reviewed 16 articles on prelicensure practice education to identify whether (1) IP practice education is a successful recruitment strategy to for graduates to underserved communities and (2) the IP component provides an important recruitment incentive over uniprofessional practice education. Methods: A scoping review was conducted for the time period from 2004 to 2012 yielding 1245 articles of which 16 studies were selected for this review. Results: Out of these 16 studies, the following HHR outcomes were reported: practice uptake by new graduates with underserved populations (eight studies), interest in working with underserved populations after graduation (eight studies), and residency requests for IP sites (three studies). These results show that IP practice education has a modest influence on recruitment to underserved areas. The impact of the IP component as an added recruitment incentive over practice education alone was not assessed in any study. Therefore, it remains uncertain whether the IP component offers an added benefit to successful recruitment. Conclusions: Given the shortage of healthcare providers in rural and urban underserved populations, innovative recruitment and retention strategies to these areas must be developed and evaluated. This review of the literature suggests that IP practice education experiences offered to students may influence their first place of employment at graduation, especially in rural and urban primary © S Deutschlander, E Suter, R Grymonpre, 2013. A licence to publish this material has been given to James Cook University, http://www.rrh.org.au 2 care specialities involving underserved populations. The existing evidence is not strong; recommendations for future research include describing the IP practice education interventions in greater detail, designing longitudinal studies tracking all former students in such programs, and developing methodologically and theoretically rigorous intervention studies to measure the impact of the IP component as an added recruitment incentive over uniprofessional practice education experiences.

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“…The following is a brief description of several examples of educational sessions that could provide enjoyable, shared learning among varying combinations of health professional students. The author has had experience with all these, usually just with medical students, although some were designed to become multi‐professional and the rural theme activity was broadly multi‐professional 5 . Successful initiatives elsewhere, with medicine and pharmacy students, and medicine and allied health students, have been described 6,7 .…”

Section: Examples Of Ipementioning

confidence: 99%

Interprofessional education in the community: where to begin

Hays

2007

Clinical Teacher

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The University of Sydney Rural Careers Project

Cited by 12 publications

References 2 publications

Comparison of rural and non-rural students undertaking a voluntary rural placement in the early years of a medical course

Comparison of rural and non-rural students undertaking a voluntary rural placement in the early years of a medical course

Interprofessional practice education: is the 'interprofessional' component relevant to recruiting new graduates to underserved areas?

Interprofessional education in the community: where to begin

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