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'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
Language: English
Authors: Melanie K. Farlie (ORCID 0000-0002-6820-1496), Jessica Coventry (ORCID 0000-0002-4913-9084), Jonathan Foo (ORCID 0000-0003-4533-8307), Samantha Sevenhuysen (ORCID 0000-0002-8179-6092), Brendan Shannon (ORCID 0000-0002-1957-2311), Cylie M. Williams (ORCID 0000-0002-0223-9141), Stephen Maloney (ORCID 0000-0003-2612-5162), Kristie Matthews (ORCID 0000-0003-4598-2055)
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
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  Data: '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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  Data: <searchLink fieldCode="AR" term="%22Melanie+K%2E+Farlie%22">Melanie K. Farlie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6820-1496">0000-0002-6820-1496</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Coventry%22">Jessica Coventry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4913-9084">0000-0002-4913-9084</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jonathan+Foo%22">Jonathan Foo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4533-8307">0000-0003-4533-8307</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samantha+Sevenhuysen%22">Samantha Sevenhuysen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8179-6092">0000-0002-8179-6092</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brendan+Shannon%22">Brendan Shannon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1957-2311">0000-0002-1957-2311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cylie+M%2E+Williams%22">Cylie M. Williams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0223-9141">0000-0002-0223-9141</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephen+Maloney%22">Stephen Maloney</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2612-5162">0000-0003-2612-5162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristie+Matthews%22">Kristie Matthews</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4598-2055">0000-0003-4598-2055</externalLink>)
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  Data: 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
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  Data: Y
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience+Programs%22">Work Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Services%22">Medical Services</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Guidance%22">Guidance</searchLink><br /><searchLink fieldCode="DE" term="%22Altruism%22">Altruism</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink>
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  Data: 10.1002/ase.70054
– Name: ISSN
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  Data: 1935-9772<br />1935-9780
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: EJ1498368
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        Value: 10.1002/ase.70054
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      – Text: English
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        PageCount: 11
        StartPage: 190
    Subjects:
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Work Experience Programs
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Clinical Experience
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      – SubjectFull: Safety
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