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Table 6 Components of an Allied Health RCP logic model

From: What works, why and how? A scoping review and logic model of rural clinical placements for allied health students

Drivers Contexts Mechanisms (Desired) Outcomes
Attracting students to the rural workforce Duration (short-term, medium term, block) Support for students (e.g. accommodation, travel, living expenses) Intention to work in a rural area (students)
Increasing the number of clinical placements available for AH students Single or multiple students (or multiple disciplines) Support and recognition for supervisors Increased skills and clinical confidence (e.g. rural generalism, interprofessional skills)
Exposing students to and providing skills in rural practice Mode of supervision (remote or on site) Sustained funding Community and service outcomes: reduced waiting lists/increased service capacity
To attract more students to undertake rural placements Year of study in which placement is undertaken Regional coordination/ infrastructure and support (e.g. UDRH) Increased knowledge and understanding of rural issues/context (students)
Increase service capacity in underserved areas/ address community need Compulsory or voluntary RCP Coordination/ facilitation roles that mediate/ broker relationships between feeder universities and placement sites Employment in a rural area post-graduation
Provision of a specific skill set (e.g. interprofessional competence) Learning approach (e.g. vertical integration, peer supported learning) Engagement, consultation and partnership with key stakeholders and organisations Attitude to living and working in a rural area
  Drivers (e.g. driven by local needs or demands of placement site) Needs/demand analysis prior to establishing the placement Enhanced interdisciplinary team working (in specific types of placements)
  Practice setting (e.g. community, hospital, public, private, rural, remote, regional) Academic support for clinical placement staff/ clinical educators on site Increased supervisor capability
  Learning purpose Selection criteria/ student traits Increased placement capacity
  Externally supported/ facilitated placement (e.g. UDRH) Provision of resourcing and infrastructure  
  Joint/individual supervision (single or multiple supervisors) Support from registration bodies and/or professional bodies/associations  
   Evidence based approach  
   Regular program evaluation and feedback  
   Student autonomy