Experiences of a Community Engaged Placement Model; Student, educator, and community stakeholder perspectives.

BackgroundThe University of Limericks Allied Health Community Engaged Placement (CEP) model promotes interprofessional teamwork, enabling allied health students to learn with, from, and about each other through shared community placements. CEPs complement traditional clinical placements by offering socially responsive experiences, fostering community partnerships, and preparing students for diverse practice settings. MethodologyThis mixed method study used a qualitative dominant design, underpinned by social constructivism. Data was collected via focus groups and an online survey. Five focus groups were conducted with students (n=9), practice educators (n=6), and community partners (n=5). Reflexive thematic analysis underpinned qualitative analysis. The survey included an 8-item, 6-point Likert scale to assess perceived skill development, distributed to all three groups. FindingsSix themes were generated: (i) lifting the veil of the social determinants of health, (ii) not your traditional placement, (iii) developing skills to serve communities, (iv) rolling with resistance, sense of growth, and (vi) beyond placement beyond academia. Students valued interprofessional and collaborative skills developed, though some noted clinical skills gaps. Educators observed improved communication and teamwork, while community partners highlighted students leadership, professionalism, and meaningful contributions to the community. DiscussionCommunity engaged placements support development of teamwork, adaptability, and cultural responsiveness skills essential for addressing health inequities. These competencies are achieved through transformative experiences with community members, which cultivate shared learning and growth for students, practice educators, and partners. To maximise impact for all three groups guidelines are needed to support understanding, preparation, and sustainability of placements.