Rapid evidence assessment of student-assisted assessment and brief intervention clinics: Addressing the gaps in rural and remote health care.

Autor:	Varela SM; Senior Lecturer, Murtupuni Centre for Rural and Remote Health, James Cook University, Longreach, QLD, Australia., Wells G; Student Researcher, School of Psychology, University of Queensland, Brisbane, QLD, Australia., Henderson M; Student Researcher, School of Psychology, University of Queensland, Brisbane, QLD, Australia., Collins D; Student Researcher, School of Psychology, University of Queensland, Brisbane, QLD, Australia., Stenhouse L; Director, Mental Health Services, North West Hospital and Health Service, Mount Isa, QLD, Australia., Subramaniam P; Head of Paediatrics, North West Hospital and Health Service, Mount Isa, QLD, Australia.
Jazyk:	angličtina
Zdroj:	Journal of health services research & policy [J Health Serv Res Policy] 2024 Oct; Vol. 29 (4), pp. 275-288. Date of Electronic Publication: 2024 Feb 08.
DOI:	10.1177/13558196241231191
Abstrakt:	Objectives: With high disease and disability burden in rural and remote regions, student-assisted clinics can be an effective workforce development tool to meet community health needs and workforce shortages. This research sought to identify the conditions under which student-assisted clinics can be successfully utilised as a workforce development strategy, with specific application to remote Queensland, Australia. Methods: A rapid review of the international literature in English was conducted. This was the most appropriate type of review because the results of the review were time-sensitive, with the student-assisted clinic model being trialled in Queensland soon. A mixed methods design was applied, with the search strategy piloted with one database. Results: Eleven studies met the inclusion criteria. Seven reported data on participant experiences, including consumers, students, services/clinics, and educators/supervisors/health professionals. Each of the studies operationalised student-assisted clinics through practice models (university-driven learning need), service delivery models (service driven need addressed through a student workforce), community need models (student delivered services primarily addressing a community health need), and blended models (practice need and community need). Some studies reported concerns about fragmentation of services, referral pathways and issues with follow-up, while others reported concerns about sustainable funding. All models reported successful outcomes when focused on service or consumer health outcomes, or student learning outcomes. Conclusions: Student-assisted clinics make an important contribution to the development of the rural and remote health workforce. Student-assisted clinics can complement and extend existing services, supporting workforce development in an overstretched health system impacted by an ongoing pandemic. Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze:	MEDLINE
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