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PurposeThis study aims to examine the anticipated and actual challenges encountered by occupational therapy and physiotherapy students during their first full-time professional placement and to understand the strategies they implemented to manage their multiple life roles.Design/methodology/approachLongitudinal qualitative research examined students’ anticipated and reported challenges with their first block professional placement and the strategies they implemented during it. In total, 22 occupational therapy and physiotherapy students were interviewed at two time points (pre- and post-placement), producing 44 interview data points. Transcribed interviews were analysed thematically using a hybrid approach.FindingsPre-placement, students perceived potential challenges related to the distance between their placement location and where they resided and their ability to maintain balance in their multiple roles. Post-placement, the main reported challenge was maintaining role balance, due to unexpected challenges and students’ unanticipated tiredness. Students implemented strategies to assist with managing multiple roles and reflected on the benefits and drawbacks of placements. They also considered the necessary future adjustments.Practical implicationsThis study highlighted the importance of social support and the need for proactive recovery strategies to negate the tiredness that students experienced on placement.Originality/valueThis is the first study, to our knowledge, to investigate how allied health students, on their first block of professional placement, balanced their multiple roles over time.

Introduction A need to increase student placements, in a culture that is under unprecedented demand, means that practice providers and partner higher education institutions need to find new and innovative ways to ensure quality learning experiences for students. Virtual placements are just one way of providing student placements, and this study presents a case for this. Objective This research aims to explore the student’s experience of virtual blended placements and to consider future sustainability. Method This is a qualitative, exploratory study observing the attitudes, thoughts, and feelings of student nurse experiences of online virtual nursing placements. Key cases were identified, and two participants were asked to reflect upon their experiences of the blended virtual learning placement. Student evaluations, and virtual placement day plans, form part of the data collection, and results are presented in a theory building and comparative approach, adopting pattern matching. Results Three themes emerged from the narratives, supported by student evaluations and day plans. Students reviewed the placement positively in that they were able to achieve their required practice proficiencies. Second, they discussed the way in which the virtual days were facilitated and that building relationships with professionals and peers while on placement was of high importance. Conclusion This case study presents a novel and unique student experience within a 0–19 community nursing service, which through 3 days of practice placement supported by two virtually taught days, students were able to reach their practice proficiencies. This virtual placement model offers a unique way to reduce the pressures on frontline staff and enriches the students’ experiences.

The present study identifies the relationship and impact between the National Institutional Ranking Framework (NIRF) Score in the top 50 management institutes and their different parameters like the number of student placement; research publication score and the amount used in the library development. Correlation and Simple Regression Analysis techniques are used for the data of analysis. In the year 2018-19, we found that significant positive impact of research publication score and the amount used in the library development on the NIRF Score in the top 50 management institutes. We also found a positive relationship between the NIRF Score and the number of student placement in sample institutes but not statistically significant.

For many students entering community colleges, the first stop on campus is to an assessment center. More than half of these students will be placed into developmental education as a result of their scores on reading, writing, and mathematics entry assessments, yet there is little evidence that this improves student outcomes. We examine alternative perspectives on the role of assessment and how it is best implemented, review the validity of the most common assessments, and discuss emerging directions in assessment policy and practice. We conclude with implications for policy and research.

PurposeThe aim of this paper is to report the motivations and perceived benefits of companies that collaborate with universities by offering student work-placement positions.Design/methodology/approachThe study follows a mixed methodology based on (1) a literature review on the topic, (2) a case study survey including companies that collaborate with one Spanish university in student work-placements and (3) meetings with collaborating companies in different countries and universities.FindingsThe most important reasons for collaborating in student work-placements were related to social duty, the opportunity of training students in company needs and as a source of staff recruitment. Conversely, the less rated motivators were improving the company's position within the sector, benefitting from university services and saving time in the selection of personnel.Research limitations/implicationsFuture research should include a bigger corpus of the number of universities and companies, as well as the type of collaborations with universities, in order to identify any resulting differences.Practical implicationsThe conclusions highlight the need to define/improve the mechanisms that contribute to a win-win context. This is the only way that collaboration can advance towards a genuine partnership that will provide an effective framework for universities and companies to effectively share the same objectives in training future employees.Originality/valueThese results are relevant because of the lack of quantitative and qualitative research on this topic.

Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practice versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intelle tual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students' risk of higherstatus disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.

AimsClinical Teaching Fellows (CTFs) are doctors who are employed to teach, bridging the gap between medical education and clinical practice. Worcestershire Acute Hospitals NHS Trust (WAHT) decided to employ a senior paediatric trainee (ST4+) as a paediatric Clinical Teaching Fellow (CTF). This project evaluates the feedback over the course of four academic years, two years with a paediatric CTF and two years without. The aim is to establish if having a paediatric CTF improves student experience and feedback.MethodsData were collected from local end of placement feedback and University of Birmingham (UoB) feedback. All feedback was anonymised by the undergraduate department and UoB respectively.ResultsWe analysed a total of 67 feedback forms from September 2018 until January 2022. During this time there was a CTF employed from September 2019 to September 2020, and from September 2021 to January 2022. 30 were local feedback forms - 9 from student placements with no CTF and 21 from placements with a paediatric CTF. There were 37 UoB feedback forms – 23 from placements without a CTF and 14 from placements with a CTF.Students rated their overall experience of the paediatric placement from one to ten on their local feedback forms, where one = awful and 10 = wonderful. 33.3% of students gave the placement an overall score of 9 or 10 in the placements without a CTF, compared to 85.7% of students with a CTF during their placement (table 1).Local feedback was collected on the student’s perspectives of the timetable. In the placements with a CTF, all students felt that the timetable was ‘about right’, compared to only 33.3% without a CTF. In placements without a CTF most (44.4%) of respondents felt the timetable was ‘too quiet’.The UoB feedback showed that 78.6% of students on placements with a CTF stated that they ‘strongly agree’ that they were able to meet the learning objectives of the placement. This compares to only 17.4% of students on placements without a CTF.Students must complete mandatory assessments during their placement. UoB feedback shows that students feel they can get these assessments completed more easily when a CTF is present. 78.6% of students on placement with a CTF ‘strongly agreed’ that they were able to complete assessments without difficulty, compared to 43.8% without a CTF (table 2).The qualitative data collected from the feedback forms showed that students found the experience of having a senior paediatric doctor as a CTF extremely valuable. Every feedback form received during the placements with CTFs mentioned the CTFs as a highlight of the placement. Both the local feedback and UoB forms ask the students to note any members of staff who were especially helpful – the paediatric CTFs were mentioned by every student. This highlights how much of a positive impact having a paediatric CTF had on the students at WAHT.Abstract 150 Figure 1AssessmentsAbstract 150 Figure 2Students Overall experienceConclusionHaving a paediatric CTF improved feedback and enhanced student experience during their paediatric placement at WAHT.

Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE's utility for reducing education-related expenditures and promoting child well-being.

This meta-analysis examined the effects of early interventions on social communication outcomes for young children with autism spectrum disorder. A systematic review of the literature included 1442 children (mean age 3.55 years) across 29 studies. The overall effect size of intervention on social communication outcomes was significant (g = 0.36). The age of the participants was related to the treatment effect size on social communication outcomes, with maximum benefits occurring at age 3.81 years. Results did not differ significantly depending on the person implementing the intervention. However, significantly larger effect sizes were observed in studies with context-bound outcome measures. The findings of this meta-analysis highlight the need for further research examining specific components of interventions associated with greater and more generalized gains.

AbstractThe increased use of student internships and other forms of work placements in higher education programmes brings recognised benefits to students but also changes the risks for higher education institutions (HEIs) globally. This paper responds to the under-addressed problem for HEI managers of understanding the varying levels of risk of harm to students and HEIs, and the HEIs’ strategic responsibilities to understand how to mitigate the risk for both parties. We develop a typology of the main types of internship placements and theorise their associated levels of risk according to the HEI’s levels of responsibility and operational control. The risk types are then plotted in a model of risk mitigation, mapped against the frequency of their occurrence and the severity of their impact, with a focus on HEIs and students. We conclude with practical and policy implications for HEIs and their managers. Our paper argues that HEIs must balance their risks and responsibilities with the costs and benefits of student internships and work placements, and contributes to understanding potential gaps between HEI strategic decision-making and operational practice at the programme level, along with solutions to address these.