Predictors of professional placement outcome

Cultural background, English speaking and international student status

Stacie Attrill, Sue McAllister, Michelle Lincoln

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into ‘Pass’ or ‘At risk’ categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking ‘English as an additional language’, or a ‘Language other than English at home’ predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of ‘at risk’ placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students’ English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.

Original languageEnglish
Pages (from-to)222-230
Number of pages9
JournalPerspectives on Medical Education
Volume5
Issue number4
DOIs
Publication statusPublished - Aug 2016
Externally publishedYes

Fingerprint

speaking
Students
student
Language
Acculturation
multi-level analysis
acculturation
language
Learning
Social Adjustment
Multilevel Analysis
Professional Practice
learning
regression analysis
Regression Analysis
Research

Cite this

@article{d98baa2c91e94e98aeb9b21f02051077,
title = "Predictors of professional placement outcome: Cultural background, English speaking and international student status",
abstract = "Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into ‘Pass’ or ‘At risk’ categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking ‘English as an additional language’, or a ‘Language other than English at home’ predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of ‘at risk’ placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students’ English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.",
keywords = "Acculturation theory, Clinical education, International student, Placement",
author = "Stacie Attrill and Sue McAllister and Michelle Lincoln",
year = "2016",
month = "8",
doi = "10.1007/s40037-016-0289-x",
language = "English",
volume = "5",
pages = "222--230",
journal = "Perspectives on Medical Education",
issn = "2212-2761",
number = "4",

}

Predictors of professional placement outcome : Cultural background, English speaking and international student status. / Attrill, Stacie; McAllister, Sue; Lincoln, Michelle.

In: Perspectives on Medical Education, Vol. 5, No. 4, 08.2016, p. 222-230.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Predictors of professional placement outcome

T2 - Cultural background, English speaking and international student status

AU - Attrill, Stacie

AU - McAllister, Sue

AU - Lincoln, Michelle

PY - 2016/8

Y1 - 2016/8

N2 - Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into ‘Pass’ or ‘At risk’ categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking ‘English as an additional language’, or a ‘Language other than English at home’ predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of ‘at risk’ placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students’ English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.

AB - Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into ‘Pass’ or ‘At risk’ categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking ‘English as an additional language’, or a ‘Language other than English at home’ predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of ‘at risk’ placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students’ English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.

KW - Acculturation theory

KW - Clinical education

KW - International student

KW - Placement

UR - http://www.scopus.com/inward/record.url?scp=85019777894&partnerID=8YFLogxK

U2 - 10.1007/s40037-016-0289-x

DO - 10.1007/s40037-016-0289-x

M3 - Article

VL - 5

SP - 222

EP - 230

JO - Perspectives on Medical Education

JF - Perspectives on Medical Education

SN - 2212-2761

IS - 4

ER -