Titlebook: Enriching Higher Education Students‘ Learning through Post-work Placement Interventions; Stephen Billett,Janice Orrell,Faith Valencia-Forr

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Developing Self-Confidence: Students’ Perceptions of Post-practicum Project Teamworkencountered when preparing for and undertaking a post-practicum teamwork experience. We provide some considerations and several curriculum improvement strategies for better crafting post-practicum teamwork interventions for improving professional teamwork learning.

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https://doi.org/10.1007/978-1-349-18364-7ence to receive and respond to positive and negative feedback. Students reported that the workshops provided them with opportunities to think about feedback, and tools to recognise and respond to feedback. Students also stated the workshop was helpful for identifying new opportunities to seek feedba

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https://doi.org/10.1007/978-3-319-73444-6ramework to assess student competence while undertaking successive WIL placements..Semi-structured interviews with placement stakeholders (students and supervisors) were undertaken to identify the key attributes for a WIL competency assessment framework. Three models?– a Likert rating scale, a Pass-

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Choreography

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as a health care professional. The investigation described in this chapter aimed to identify the preferred method of reflection that third-year undergraduate occupational therapy students chose when offered a choice of reflective medium and to understand why they preferred the chosen format. Studen