Learning experiences from an Interprofessional, University-Based, Student-Led Healthcare Clinic in the UK

Wood, Katharine, Frank, Helen and Papadopoulos, Konstantinos ORCID: https://orcid.org/0000-0002-4489-8540 (2025) Learning experiences from an Interprofessional, University-Based, Student-Led Healthcare Clinic in the UK. Journal of Interprofessional Practice and Collaboration, 6 (1). pp. 1-25. ISSN 2641-8517

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Abstract

Student-led clinics (SLCs) are increasingly being adopted in physiotherapy and occupational therapy degree programs. SLCs are an innovative practice-based learning model that offers unique learning opportunities while solving the challenges of sourcing appropriate placements. However, there is little recent evidence of their use in healthcare education in the UK. To address this literature gap, a synchronous online focus group with seven participants was conducted to explore the learning experiences of undergraduate occupational therapy and physiotherapy students who attended an inter-professional, non-elective, university-based SLC in the UK. A thematic analysis approach was used to identify three main themes: (1) Learning With, From and About Others; (2) Personal and Professional Development; and (3) Learning Environment. The effectiveness of the clinic in developing competencies, skills, and professional standards of practice in the students was evident. Participants in the evaluation discussed the learning opportunities that arose during interactions with their peers, patients, and supervisors. They also reported having the freedom and autonomy to try new things, which created a safe place to learn and empowered them. Finally, as a learning environment, the SLC encouraged the participants to identify their own specific learning needs and accommodated their learning styles. SLCs should be considered a valuable means of practice-based learning in healthcare education, but greater preparedness before placement within the SLC, including acknowledgment of both student and supervisor expectations, along with a scaffolding approach to supervision, should be considered to enable greater learning and inter-professional education opportunities.

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