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Table 1 Demographics

From: The identification of requirements for competency development during work-integrated learning in healthcare education

Participant

Gender

Educational program

Function

Moderators

Duration (minutes)

P1

Family Medicine (EQF level seven)

Staff member

V.A. - O.D.R.

71

P2

Family Medicine (EQF level seven)

Staff member

V.A. - O.D.R.

P3

Family Medicine (EQF level seven)

Program coordinator

V.A. - O.D.R.

P4

Pediatrics (EQF level seven)

Professor

V.A. - O.D.R.

54

P5

Medicine (EQF level six)

Professor

V.A. - O.D.R.

61

P6

Speech therapy (EQF level six)

Educator

O.J. - O.D.R.

70

P7

Business management (EQF level six)

Competency coach

O.J. - O.D.R.

64

P8

Family Medicine (EQF level seven)

Program coordinator

V.A. - O.D.R.

58

P9

Audiology (EQF level six)

Internship coordinator

O.J. - O.D.R.

85

P10

Nursing (EQF level six)

Educator – internship coordinator

M.E. - O.D.R.

77

P11

Family Medicine (EQF level seven)

Educational support

V.A. - O.D.R.

60

P12

Pediatrics (EQF level seven)

Professor

M.R. - O.D.R.

57

P13

Business management (EQF level six)

Coordinator dual learninga

O.J. - O.D.R.

74

P14

Nursing (EQF level five)

Educator - internship coordinator

O.J. - O.D.R.

70

P15

Nursing (EQF level five)

Internship coordinator

O.J. - O.D.R.

75

P16

Podiatry (EQF level six)

Internship coordinator

O.J. - O.D.R.

63

  1. aDual learning = includes learning in working environments and learning in school environments. Dual learning assumes that pupils and students not only apply what they have learned at school in the workplace, but also gain knowledge, skills and attitudes in the workplace which were not introduced in the school environment [34].