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dc.contributor.authorMak, Donna B.en_NZ
dc.contributor.authorRussell, Kylieen_NZ
dc.contributor.authorGriffiths, Dylanen_NZ
dc.contributor.authorVujcich, Danielen_NZ
dc.contributor.authorStrasser, Rogeren_NZ
dc.coverage.spatialEnglanden_NZ
dc.date.accessioned2022-12-06T20:24:57Z
dc.date.available2022-12-06T20:24:57Z
dc.date.issued2021en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/15382
dc.description.abstractOBJECTIVES:  To investigate the acceptability and the effectiveness of a virtual adaptation of a well-established, mandatory, community-based pre-clinical remote area health placement in which medical students learn about the social and environmental determinants of health in remote Australia; and make recommendations to guide the delivery of future learning experiences. METHODS: A mixed-methods convergent design was used. All 99 students, 36 placement hosts and 10 staff were invited to complete an online survey and 27(27%), 12(33%) and 10(100%), respectively, contributed data.  Qualitative data were collected via semi-structured interviews from four students, four hosts and six staff. Survey data were analysed using descriptive statistics (frequency and percentage) and open-ended responses summarised to provide supporting contextual evidence. Interview transcripts were analysed and coded independently, then corroborated to identify and summarise common themes using thematic analysis. RESULTS: Survey and interview data indicated that the virtual placement was acceptable to students and hosts and enabled students to achieve intended learning objectives.   Virtual activities enabled students and hosts to develop authentic, genuine interpersonal relationships, which in turn were facilitated when hosts and students had practiced videoconferencing beforehand with good high-speed internet connections via mobile devices. Pastoral care and access to IT support were essential. CONCLUSIONS: Virtual placements can be used in combination with and are an option for students and hosts who cannot attend/courses that cannot fund physical placements. Careful design and further research is required to ensure that virtual placements enable "head, heart and hands" learning and do not create/reinforce inequities.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.rights© 2021 Donna B. Mak et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0
dc.subjectcommunity engagementen_NZ
dc.subjectcommunity-oriented partnershipen_NZ
dc.subjectmedical educationen_NZ
dc.subjectsocial capitalen_NZ
dc.subjectCOVID-19en_NZ
dc.subjectHumansen_NZ
dc.subjectPhysical Examinationen_NZ
dc.subjectSARS-CoV-2en_NZ
dc.subjectStudentsen_NZ
dc.subjectSurveys and Questionnairesen_NZ
dc.titleLessons learned from adapting a remote area health placement from physical to virtual: a COVID-19-driven innovation.en_NZ
dc.typeJournal Article
dc.identifier.doi10.5116/ijme.61b3.56eeen_NZ
dc.relation.isPartOfInternational Journal of Medical Educationen_NZ
pubs.begin-page274
pubs.elements-id266993
pubs.end-page299
pubs.publication-statusPublished onlineen_NZ
pubs.volume12en_NZ
dc.identifier.eissn2042-6372en_NZ


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