An e-portfolio pilot: WIL at the University of Newcastle and University of New England

Smyth, Robyn and Griffin, Brett (2012) An e-portfolio pilot: WIL at the University of Newcastle and University of New England. In: Work ready: e-portfolios to support professional placements. Australian Government Office for Learning and Teaching, Sydney, Australia, pp. 73-80. ISBN 978-0-9805545-5-7

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Abstract

In the Joint Medical Program (JMP) offered between The University of Newcastle and the University of New England, clinical experience begins in Year 1 and increases throughout the program until Years 4 and 5, where all learning is in a work integrated learning (WIL) setting. For students in Years 1 and 2, 10-20 hours are spent in a WIL setting, while in Year 3 this time increases to eight weeks, and by Years 4 and 5 WIL is full time. Placements occur in both term time and within breaks at both rural and urban settings anywhere in Australia and overseas for some components of the program.

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Item Type:	Book Chapter (Commonwealth Reporting Category B)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Chapter 6. All material presented in this document is provided under a Creative Commons Attribution 3.0 Australia licence (http://creativecommons.org/licenses/by/3.0/au/legalcode). Published version available from: http://uon.freewebhosts.com.au/workready/index.html
Faculty / Department / School:	Historic - Learning and Teaching Support Unit
Date Deposited:	22 Apr 2013 07:10
Last Modified:	15 Sep 2017 00:20
Uncontrolled Keywords:	medical education; e-portfolio; professional practice
Fields of Research :	13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective:	E Expanding Knowledge > 97 Expanding Knowledge > 970111 Expanding Knowledge in the Medical and Health Sciences
URI:	http://eprints.usq.edu.au/id/eprint/22985

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