Table 6 Components of an Allied Health RCP logic model

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