Table 1 Factors identified as contributing to graduate outcomes
Factors | Description |
|---|---|
Teacher dynamic and culture | Previous teaching & industry experience Training & intrinsic interest in teaching Diversity, size & dynamics of the team Health / mental health Policies, procedure & ethical guidelines Teaching performance review Being flexible to students’ learning needs Teaching and contribution to students’ learning experience Being reflexive and willing to change Competing demands outside teaching |
Dynamic and culture between teachers, students and WIL educators* * Includes patient as educator • Perceived role and intrinsic interest in teaching • Understanding, skills and support in teaching and assessing • Satisfaction with teaching Learning priorities and challenges in workplace | Teaching logistics, technology and class timetable Diverse learning pace of students Course advisory group inputs Explicit instruction on curricular delivery Strategies to identify struggling students Labor market expectations |
Student dynamic and culture | Selection effect, readiness to learn Previous learning experiences and expectations English language proficiency Diversity, size and dynamics of cohort Procedures and guidelines Health / mental health Being reflexive, willing to change, resilience Engaged in learning Competing demands outside learning |