Paid placements for medical students—barriers and enablers to success

Abstract Background In 2020, the University of Dundee (UoD) introduced an opportunity for final-year medical students to undertake part-time positions as healthcare support workers within an Acute Medical Unit (AMU) at a teaching hospital. This programme has continued to operate to the present day. Students are enrolled on the National Health Service (NHS) local staff bank and have autonomy over their shifts; however, they do not undertake healthcare assistant or nursing roles. Instead, their responsibilities predominantly involve tasks such as phlebotomy and performing electrocardiograms. Aim To investigate the barriers and enablers experienced by final-year medical students at the UoD regarding part-time employment within an AMU. Methodology A qualitative case study was conducted, involving nine individual semi-structured interviews with final-year medical students, including both those who took up the role and those who expressed interest but did not pursue it. Subsequently, reflexive thematic analysis was utilised to decipher the findings. Findings The analysis yielded 3 overarching themes: enablers, barriers, and suggested changes, comprising twelve subthemes. Key enablers included practical clinical experience, financial incentive, flexibility, and recommendations from senior peers. Major barriers encompassed administrative difficulties, limited shift availability, geographical constraints, unpredictable timetables, and the desire to maintain a work-life balance. Additionally, participants advised changes to improve inclusivity, including enhanced administration, improved communication and role clarity, and altering the timing of shift release for booking. Conclusions These findings exposed multiple enablers and barriers for final-year students’ participation in the programme, alongside changes to enrich its effectiveness. Although there are advantages, such as acquiring practical experience and financial stability, students continue to encounter challenges throughout the application process and beyond. Important modifications, including efficient administration and improved communication with faculty, are highlighted.