Evaluating the impact of a training module for pre-professional health students in the delivery of clinical prevention and physical activity behaviour change
TL;DR
The findings support the training module's potential to contribute meaningfully to clinical prevention education for pre-professional health students but underscore the need for the training module to be modified to enable scalability and sustained engagement across varied clinical contexts.
Abstract
This study evaluated the impact of a clinical prevention training module embedded within a clinical placement, aimed at enhancing pre-professional health students' perceived knowledge, skills and confidence in delivering clinical prevention and physical activity behaviour change support. The training module consisted of two parts: an online theoretical component, and a mid-placement interprofessional activity involving case-based discussion and reflective practice. Conducted within a multidisciplinary student placement at Logan Healthy Living, a type 2 diabetes allied health service in Logan, Queensland, the mixed-methods evaluation included pre- (n = 44) and post- (n = 41) placement surveys, feedback surveys (n = 36) and semi-structured interviews with students (n = 15), clinical educators (n = 2) and key interest-holders (n = 2). Quantitative and qualitative data were analysed using appropriate non-parametric statistical tests and inductive thematic analysis, respectively. Survey findings showed statistically significant improvements (p < 0.001) in students' perceived knowledge, skills, and confidence across all domains (clinical prevention; behaviour change; physical activity) following the training module. Qualitative insights highlighted the module's value in reinforcing interprofessional collaboration, enhancing clinical communication and supporting real-world application. Suggestions for improvement included diversifying case studies, simplifying materials, strengthening links between online content and clinical application and providing broader context beyond diabetes. Structural factors such as placement variability and organisational support emerged as critical for successful implementation of the training module. The findings support the module's potential to contribute meaningfully to clinical prevention education for pre-professional health students but underscore the need for the training module to be modified to enable scalability and sustained engagement across varied clinical contexts.