Principal Advisor: Associate Professor Helen Wozniak


Organisational unit: Office of Medical Education

Work-integrated learning (WIL) in the health professions is complex for both students and supervisors due to the competing demands of patient care and the need to learn professional capabilities for entry-level practice. There has been considerable work completed to better understand the role of supervisors in the clinical setting and the importance of developing supervisory skills. In addition, factors that aid or impede student learning in the clinical setting have also been studied. The value of peer learning relationships and taking a collegial approach to learning is less well understood. How can student peers maximise their learning and support assessment of their capabilities in the clinical setting? How can supervisors tap into their peer relationships to support and develop their supervisory skills? How can patients contribute to student learning and assessment? It is proposed that the WIL setting provides rich opportunities to research and design initiatives that can optimise these multifactorial relationships. This project would draw on an educational design research framework to support an investigation of peer learning and assessment in the WIL setting for health professionals.