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Leading learning: collaboration is the way

Wednesday 3 July: Conference day one, 3:00pm – 3:30pm parallel session



Room 3 – 303-G15 Sem



Dr Sarah Prior
University of Tasmania, Australia

Dr Pieter Van Dam
University of Tasmania, Australia

Dr Phoebe Griffin
University of Tasmania, Australia

Nicole Reeves
University of Tasmania, Australia

 Raj Verma
NSW Agency for Clinical Innovation, Australia

Lea Kirkwood
NSW Agency for Clinical Innovation, Australia

Bronwyn Paton
NSW Agency for Clinical Innovation, Australia

Amelia Giles
NSW Agency for Clinical Innovation, Australia



The demand for university education in Australia is shifting to a new paradigm, particularly across the healthcare domain. In an under-pressure healthcare environment, where practical skills and evidence-based applied research are becoming increasingly valuable, universities have the opportunity to work with their health industry partners to develop an appropriate, forward-focussed model of education.



The Agency for Clinical Innovation (ACI) in NSW and the University of Tasmania have successfully developed a work-integrated learning program, Graduate Certificate in Clinical Redesign, adapted to the individual needs of industry partners across Australia. First offered in February 2016, the program has been completed by nearly 240 students to date.



The effectiveness and impact of the program has been evaluated via online surveys with a mixed method approach. Three cohorts of participants–graduates, project sponsors and clinical leads–completed surveys with closed and open-ended questions designed to determine the factors influencing the outcomes of the program within the workplace, explore the organisational readiness and understand the overall student experience in a work-integrated learning platform.



One-hundred and fifty participants (99 graduates, 38 sponsors and 15 clinical leads) completed the online survey. The statistical results suggest that overall, the program is beneficial to graduates, sponsors and clinical leads as well as the organisations as a whole in many aspects of healthcare delivery and strategic planning. Thematic analysis revealed high satisfaction levels in relation to the program content and delivery. Identified challenges to delivering a work-integrated learning program included ensuring students received adequate organisational support and timing assessments to align with workplace commitments.


Presentation topic

Tertiary – New Developments

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