FEATURE STUDENT EDUCATION
Why complete a research placement ?
Johanna Rohde talks about a recent research placement and how it has improved her clinical skills
Starting in my final year , I volunteered to be a peer researcher and facilitate focus groups for a study conducted by the School of Health Sciences at Ulster University . I was curious to learn about the role of a peer researcher and what actual research looks like . Up to that time , we had been given lectures on different research types and methodologies , but it was all very theorybased and seemed so complex .
While progressing through the semester , COVID-19 infection rates rose and it became evident that I would not be able to complete my final placement in a clinical setting , due to a health condition .
In collaboration with the course staff , we decided that I would complete a research placement and undertake the analysis process of the study I volunteered with . This was very exciting , but also daunting , as I did not feel confident in applying research methods .
Structure of the placement The placement consisted of two phases . Phase one included an introduction to the study , peer researcher training and how to facilitate a focus group , as well as completing those focus group interviews . Basically , I gathered the qualitative data to explore allied health and healthcare science students ’ experience of learning through COVID-19 . The second phase consisted of training in thematic data analysis and coding transcripts of the focus group conversations .
Together with five other final year students from a variety of allied health courses , I completed phase one . We received synchronous and asynchronous training on communication methods , ethical considerations and confidentiality , as well as our role as peer researchers and focus groups .
A peer researcher has a background similar to the participants ’ and is trained to gather information using their lived experience and communication skills . A focus group is a research technique used to gather information from group interaction and conversation , and it can take place online or face to face .
The focus groups were delivered in teams of two peer researchers , which gave us courage and confidence . The pairs completed sessions with different students each time , and the teamwork and engagement with students was refreshing and a positive experience for all involved .
Phase two started shortly after the completion of the focus groups . While the conversations were professionally transcribed , a fellow health science student and I received training in order to manage the data appropriately . The main goal was to maintain a strong and loud student voice throughout the analysis ; that is why our student involvement was very welcome . My peer and I worked independently through each transcript , but met on a regular basis with each other and a member of the academic research team to discuss our progress and outcomes of our analysis . We also attended staff meetings and shared first outcomes and progress of our work with the academic team .
40 OTnews November 2021