An exploratory study of time use of allied health clinicians in research roles and their potential to contribute to student placements

Introduction Student placements provide a valuable opportunity to integrate theory into practice and prepare for future work roles in allied health. Innovative student placement models are required to meet placement demands and the changing scope of practice. The potential for placements in clinical research settings, in which the student is working alongside and learning from allied health clinicians working in research roles, remains under‐explored. Objective To explore the time use and activities completed by Australian allied health clinicians employed in research roles and explore how these align with student placement competencies. Method Cross‐sectional design. Participants were asked to self‐report time use over a 5‐day period. Data were analysed and presented descriptively in terms of the nature of tasks completed and time spent on the tasks. Discipline‐specific student placement assessment tools provided a framework to explore how the data aligned with competencies described in the assessment tools. Consumer and Community Involvement Clinicians and educators were consulted during the study design phase. Results Five occupational therapists and five physiotherapists ( n = 10 total) employed in a range of research roles completed a time use diary template. A total of 35 different types of tasks were recorded, which were grouped into 13 categories. Most time was spent in the category of clinical documentation and the least amount of time spent in the category of teaching and training. Mapping of tasks to the discipline‐specific placement assessment tools showed that all student competencies were represented. Conclusion Allied health clinicians employed in research roles could help students to meet required placement competencies by aligning research activities with student learning objectives. Completing placements under the supervision of these clinicians could provide opportunities that may bridge academic and clinical learning and highlight the value of research in clinical practice.