Total respondents | Themes | Examples of students’ comments | |
---|---|---|---|
Q1 Learning from and about others | 5 (N&D = 3) (EP = 2) | Being able to impart knowledge to other students. | ‘Being able to see how other students, from my own profession as well as others, interact with an actor…’ (N&D Student 1). ‘Ability to understand a dietitian role’ (EP Student 11) |
Q2 Experiential learning | 5 (N&D = 1) (EP = 4) | Practicing their skills in a clinical environment | ‘Having the practice of going through the procedure with a patient.’ (N&D Student 2). ‘Always done initial assessments so this one was good in that we were able to go through the next stage with a client.’ (EP Student 9). |
Q3 Learning environment | 4 (N&D = 2) (EP = 2) | Working with an actor, the inclusion of debriefing, and the safe learning environment. | ‘It was a safe environment to make mistakes and ask questions about clinical stuff.’ (N&D Student 10). |
Q4 Improvement | 2 (N&D = 1) (EP = 1) | Improvement in their own skills leading to increased confidence positively impacted on their learning. | ‘Improving my communication and confidence.’ (EP Student 4). |
Q5 Least effective aspects | 9 (N&D =4) (EP = 5) | Students suggested changes to timing on the day, timing within teaching semester, the need for more preparation and difficulties with the videoconferencing clarity. | ‘I needed more time to prepare for the consultation.’ ‘The video conferencing system was not always easy-to-use, or the sound wasn’t clear enough.’ |