![]() Focus groups were audio recorded and transcribed verbatim. Nine focus groups were undertaken with 42 final year optometry students upon completion of a 26-week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). This study explored factors which influence placement success and satisfaction from the perspective of optometry students. These placements are conducted in community-based practices, with many incorporating a rural component to the training. This is changing, with some optometry programs adopting extended placements. Optometry students have historically undertaken clinical training in short-block rotations at university-led teaching clinics in metropolitan locations. The number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Schools of optometry might carefully consider engaging in discussion about the duration of such placements, but 26 weeks was considered appropriate by supervisors. Lack of time and financial remuneration were the key downsides highlighted. Overall, supervisors were positive about the value of student extended clinical placement in optometry and felt that it was a fulfilling and professionally beneficial experience. ![]() However, interviews uncovered motivations that were unique to supervisors residing in rural locations, such as succession planning. Willingness to host a student was not dependent on the supervisor’s location (rural vs metropolitan) p = 0.57. ![]() Supervisors recognised the importance of role-modelling and mentoring the next generation of optometrists however noted that taking on a student was a sizeable commitment. The extended nature of the placement was thought to foster greater immersion in the clinical setting and community for the students and establish a stronger relationship between supervisor and student. Supervisors felt that hosting a student prompted greater reflective practice and critical appraisal of clinical decisions. Interviews were transcribed verbatim and analysed using Braun and Clarke’s 6 step method of thematic analysis with a qualitative descriptive approach. Lines of enquiry focused on the benefits and challenges associated with extended placements areas for improvement duration of the placement and willingness to supervise further students. This mixed methods study included a survey and interviews with optometrists who had previously supervised Deakin University optometry students on an extended 26-week (2 x 13-weeks) clinical placement. ![]() It also sought to determine whether there were differences in views between metropolitan and rural practitioners. This study aimed to explore the experience of extended clinical placements from the perspective of the optometrists who supervised students. Extended clinical placements in community-based settings are one alternative: a model similar to the longitudinal clerkships in medicine. As such, universities and clinical education providers must look for more diverse methods of student placement. Demand for clinical placements is growing as the number of optometry students steadily increases. In Australia, optometry students have traditionally undertaken their clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. ![]()
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