Identifying clinical educators' learning during culturally and linguistically diverse students' health professional placements

Introduction/background:Clinical educators (CEs) have identified that culturally and linguistically diverse (CALD) students are complex and time-intensive to supervise in placements. Preliminary evidence suggests that CEs’ can develop intercultural skills and knowledge through supervising CALD student placements, which may offset these perceptions. However, the nature of this learning, and the events prompting learning, are currently unknown. Aim/objectives:This study aims to describe: (1) the cultural and linguistic backgrounds of students in health professional programs at one Australian university and (2) events prompting CEs’ learning during CALD student placements, the skills and knowledge that CEs develop, and CEs’ perceptions of the future applicability of their learning. Methods:Students from five health professional programs completed a survey regarding their cultural and linguistic background. Placement details were obtained for students who identified as CALD. Their CEs then completed: (1) a questionnaire regarding their professional experience, and (2) a minimum of two structured, written reflections about their learning at the beginning, middle, and/or end of the student’s placement. Critical Incident Theory was used to code these reflections for events which prompted learning and outcomes.Results & Discussion:The student survey results and a taxonomy of the CEs’ learning during placements will be reported. Ongoing data is being gathered and analysed concurrently, with the events and learning identified by CEs interpreted using Lave and Wenger’s (1991) theory of Legitimate Peripheral Participation as a conceptual framework. Findings about placement education for CALD students that relate to opportunities for intercultural skills development will be reported