Mrs Emma Edwards1, A/Prof Kylie Johnston1, Doctor Anna Phillips1, Doctor Maureen McEvoy1
1University Of South Australia, Adelaide, Australia
Biography:
Emma Edwards is a Physiotherapist at the Northern Adelaide Local Health Network. Her current work involves clinical education of health professional students. Emma is a MRes candidate with the Innovation, Implementation and Clinical Translation in Health (IIMPACT) Research Concentration at the University of South Australia.
Abstract:
Allied Health Clinical Educators (AHCEs) shape the future of the workforce; however, there is limited training, support and recognition of their role. This study explored AHCE learning needs and a contemporary approach to address them in a community of practice (CoP).
AHCEs from six professions within a single metropolitan health care network were invited to join a CoP. Led by a facilitator, they met virtually and face-to-face six times between May 2022 and Sept 2023, using an online platform to stay connected between meetings and share resources. Evaluation measures included a pre-post CoP implementation survey (demographics, learning needs) and network mapping (professional relationships number and type); and interview data at 18 months post CoP implementation.
Eleven participants completed the initial survey, and six were matched in the post survey. Ten of the fifteen identified learning needs were met; however, five key learning needs (supporting underperforming students, teaching skills, undertaking assessment, providing feedback, training clinical reasoning) remained a priority. Eight interviews were conducted with participants. Connection as an outcome of the CoP was a key theme. Professional network mapping was matched pre-post for four participants and showed relationships increased because of the CoP, for both individual AHCEs, and cross-organisational connections.
An interdisciplinary CoP can successfully meet the learning needs of AHCEs. Participants valued the CoP which provided a platform for establishing relationships with other educators and is a key component for AHCE success. The CoP model provides a foundation for formalised adaptable networks for AHCEs.