Experiences and Perceptions of a Process for Interprofessional Clinical Education of Allied Health Students in Metropolitan Aboriginal and Torres Strait Islander Preschool Programs

Abstract

Health, social and environmental factors may influence outcomes in the early years for Aboriginal and Torres Strait Islander children. Otitis media (OM) is a health condition experienced earlier, more frequently and more severely by these children, potentially impacting developmental and educational outcomes. Access to allied health (AH) services is recommended to mitigate this. Service models that respond to unique attributes of child, family and community in preschool settings may allow AH professionals, educators and families to work collaboratively for improved outcomes. However, key features of clinical placements that assist students to learn how to deliver accessible services require further research. An action-research framework in three cycles and primarily qualitative methods were utilised to investigate an interprofessional AH clinical education placement in Aboriginal and Torres Strait Islander preschool settings. Speech pathology and occupational therapy students (n=11) completed pre and post-placement surveys and post-placement individual interviews, and clinical educators (n=5) participated in post-placement focus groups. Descriptive qualitative analysis revealed placement processes, incorporating comprehensive orientation, interprofessional learning, and active reflection, were perceived to transform understanding and increase capacity to deliver child/family/community-centred services using a responsive therapeutic approach. Findings suggest interprofessional placements, delivered in partnership with communities, may support effective service delivery to Aboriginal and Torres Strait Islander children.