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Ensuring quality, not just quantity, in Work-Integrated Learning in Health (Practice Report) Ensuring quality, not just quantity, in Work-Integrated Learning in Health
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Ensuring quality, not just quantity, in Work-Integrated Learning in Health (Practice Report) Ensuring quality, not just quantity, in Work-Integrated Learning in Health

Jena Buchan, Erica Russ, Kristy Buist, Carrie Thomson-Casey, Luke Del Vecchio, Barbara Adonteng-Kissi, Linda Furness, Donna Wilson, Corinne Kay Cribb, Borkwei Ed Nignpense, …
SSRN, Vol.Series Paper No.47
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
05/03/2026
DOI: https://doi.org/10.2139/ssrn.6347640
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https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6347640View

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Abstract

Work Integrated Learning Placement Community of Practice Quality Assurance Health Education
Work-Integrated Learning (WIL) is a pedagogical approach that bridges academic learnings with professional experiences. Within health, WIL is commonly a core element of the pedagogy occurring in the form of industry placement. In one regional Australian university's health faculty, WIL is managed by WIL Academic Coordinators (WILACs). This role extends beyond management of WIL, also incorporating substantial preparation and support of students, stakeholder engagement, and awareness of the overall program to support scaffolded experiences. In 2023, a WILAC Community of Practice (CoP) was formed in the health faculty, to support sharing of practices, professional identity, and foster a community of learning and scholarship. Through this CoP, it was identified that programs were experiencing similar challenges, significant diversity in practices existed, and there were key opportunities for improvement. As such, a Quality Assurance process was undertaken, to understand current practices across programs and identify best practices, opportunities for collaboration, and key areas to address at program-and faculty-wide levels. The Quality Assurance was guided by an existing framework centred on four key domains of practice: student experience; curriculum design; institutional requirements; and stakeholder engagement. This practice report outlines the process undertaken, initial learnings, and applications to future practice, within and beyond health.

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