'We Might Be Put into Situations We Are Uncomfortable with, but Not Exactly Told How to Deal with Them': Health Professional Students' Experiences Questioning Low-Value Care Practices during Work-Integrated Learning
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| Title: | 'We Might Be Put into Situations We Are Uncomfortable with, but Not Exactly Told How to Deal with Them': Health Professional Students' Experiences Questioning Low-Value Care Practices during Work-Integrated Learning |
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| Language: | English |
| Authors: | Melanie K. Farlie (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(2):190-200. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Allied Health Occupations Education, Work Experience Programs, Student Attitudes, College Students, Medical Services, Medical Students, Clinical Experience, Student Placement, Safety, Guidance, Altruism, Trust (Psychology), Guidelines, Communication Skills |
| DOI: | 10.1002/ase.70054 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Health professions students often observe and practice alongside supervising health professionals during work-integrated learning (WIL) to develop essential capabilities. While students may encounter practices they interpret as low-value care during WIL, many hesitate to question or challenge these practices. This study aimed to (1) explore students' perceptions of low-value care and their experiences discussing it during WIL and (2) identify training priorities for education programs to support students and educators in navigating these conversations. A descriptive qualitative study was conducted with health professions students who had completed at least one clinical placement and participated in online interviews. A team-based framework approach was used to identify themes from the data. Thirty-six students from 10 health professions (average age 26 years) were interviewed. Three themes were identified: (1) student conceptualizations of low-value care are multi-faceted, (2) students need safety to initiate conversations about perceived low-value care on clinical placement, and (3) students seek practical training and clear guidance to handle complex conversations during placement. This study highlights the nuanced ways students perceive low-value care, encompassing respect, compassion, and trust, in addition to clinical guidelines. It underscores the importance of pre-placement training and the need to co-design education programs involving students, educators, and healthcare consumers to improve communication skills around low-value care. These findings offer actionable insights for developing supportive teaching and learning interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498368 |
| Database: | ERIC |
| Abstract: | Health professions students often observe and practice alongside supervising health professionals during work-integrated learning (WIL) to develop essential capabilities. While students may encounter practices they interpret as low-value care during WIL, many hesitate to question or challenge these practices. This study aimed to (1) explore students' perceptions of low-value care and their experiences discussing it during WIL and (2) identify training priorities for education programs to support students and educators in navigating these conversations. A descriptive qualitative study was conducted with health professions students who had completed at least one clinical placement and participated in online interviews. A team-based framework approach was used to identify themes from the data. Thirty-six students from 10 health professions (average age 26 years) were interviewed. Three themes were identified: (1) student conceptualizations of low-value care are multi-faceted, (2) students need safety to initiate conversations about perceived low-value care on clinical placement, and (3) students seek practical training and clear guidance to handle complex conversations during placement. This study highlights the nuanced ways students perceive low-value care, encompassing respect, compassion, and trust, in addition to clinical guidelines. It underscores the importance of pre-placement training and the need to co-design education programs involving students, educators, and healthcare consumers to improve communication skills around low-value care. These findings offer actionable insights for developing supportive teaching and learning interventions. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70054 |
