Work-Integrated Learning: Good Practice Guide - CHE

Science education that incorporates the use of simulated scenarios and standardized patients for the
assessment of clinical competence. the oScE consists of a series of brief, structured encounters (stations)
that are identical for each participant/student. typically each station assesses a single clinical competence.
A well designed oScE allows simultaneous, direct and reliable assessment of clinical performance for a
large number of students.
Policy on Work-integrated Learning: guides WIL. the policy developed by the university of canberra
is useful because of its broad definition of WIL.
the document is available at: https://guard.canberra.edu.au/policy/policy.php?pol_id=3226
Practicum: is a period of work that provides the student with the opportunity for practical experience in
the real world as part of an academic programme.
Problem-based learning: (PBL) is a term used within higher education for a range of pedagogic approaches
that encourage students to learn through the structured exploration of a research or practice-based problem
(Savin-Baden and Major 2004). In PBL, students work in small self-directed groups to define, carry out
and reflect upon a task, which is usually related to, or based on, a ‘real-life’ problem. An inter-disciplinary
team designs carefully structured and sequenced ‘problems’ that will direct the students’ learning towards
the determined outcomes and objectives of the curriculum. the lecturer acts as a curriculum coordinator
and ensures that students have access to a variety of resources for information gathering. the lecturer must
also be able to guide and advise students. Facilitators are appointed for each small group. this person is not
necessarily an expert in the discipline but is a good learning facilitator, skilled in group dynamics and able
to direct students to persons/resources that will advise and guide them. PBL began in the Health Sciences,
but has since been used in a variety of disciplines and teaching situations, both within one course units and
to deliver a whole degree curriculum, and with undergraduates as well as postgraduates. the focus of the
reform in the Health Sciences in the South African context was on a learning environment that incorporates
elements of PBL. the intention has been to prepare practitioners for national and global changes in health
care, promote the primary health care approach, and provide a solution to the shortage of health care
professionals in rural South Africa and to develop respect and understanding of the interdisciplinary health
care team (South African Association of Health Educationalists, 2003). there are many available resources
for PBL; as a starting point university teachers could explore the website:
http://pbl.cqu.edu.au/content/online_resources.htm
Professional: traditionally means a person who has obtained a graduate qualification in a professional
field and whose practice is regulated by the requirement of registration with a legislated professional body.
the term professional is now used more generally to describe highly educated experts with specialized
knowledge and competence in a specific field. they enjoy considerable responsibility and autonomy,
a comfortable salary, are engaged in intellectually challenging work and build professional knowledge
through research. Professionals must adhere to high standards of professional ethics and moral codes and
must place the interests of the client above all else.
Professional education: refers to the education of professionals in areas such as the law, medicine,
teaching, etc. Such education usually takes place at a university.
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Work-Integrated Learning: Good Practice Guide