Authentic industry based professional projects: The impact on learning

Turpin, Merrill, De jonge, Desleigh and Moran, Monica (2008). Authentic industry based professional projects: The impact on learning. In: 13th Ottawa International Conference on Clinical Competence (Ozzawa), Melbourne, Australia, (644-644). 5 - 8 March 2008.

Author Turpin, Merrill
De jonge, Desleigh
Moran, Monica
Title of paper Authentic industry based professional projects: The impact on learning
Conference name 13th Ottawa International Conference on Clinical Competence (Ozzawa)
Conference location Melbourne, Australia
Conference dates 5 - 8 March 2008
Publication Year 2008
Start page 644
End page 644
Total pages 1
Language eng
Abstract/Summary Context Final year occupational therapy students engage in authentic professional practice projects. Students are supported to conduct real world projects that address authentic service development needs of practicing professionals. Professional partners from health, education, disability services and community organisations identify service development needs in their organisation. A modified action learning approach is used to assist student groups to scope, define and complete projects. Students work in teams to negotiate project outcomes with the professional partner, understand the specific organisational context in which the need exists, consult with multiple stakeholders (service users, service providers and management), and complete projects. They engage in learning style and teamwork discovery tasks that support collaborative learning. Students present their projects at fortnightly ‘set’ meetings to three other student groups and a staff mentor, where they engage with and obtain feedback and suggestions from other set members. Project outcomes are presented at a professionally sponsored student-run conference to professional partners and university staff and students. Outcomes generally become integrated into the service for which they were developed. Objectives To explore the impact on learning of engaging in authentic professional projects Key Messages Learning through engagement in authentic professional projects leads to a range of learning outcomes including: flexibility; ability to analyse team roles and maximize the strengths of individual teams; deep learning; student engagement; valuable professional practice skills; the facilitation of professional identity and the sense of being part of a professional community of practice. Conclusion Authentic professional projects can engage students to learn in an integrated way.
Subjects 11 Medical and Health Sciences
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status Unknown
Additional Notes Poster number: 71

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Created: Fri, 26 Feb 2010, 11:34:08 EST by Laura McTaggart on behalf of Faculty Of Health Sciences