Dignity during work-integrated learning: Piloting an online learning resource for placement students and supervisors

Abstract

What was the educational challenge?

Medical student abuse within work-integrated learning (WIL) is well-reported, with negative consequences for wellbeing, motivation, and learning. Conversely, workplace dignity, described as respecting the worth of others and self, has positive impacts on wellbeing, learning, and relationships for WIL students and supervisors. Stakeholders often struggle to articulate what workplace dignity means, and can downplay or do nothing in the face of WIL indignities.

What was the solution and how was this implemented?

We created an innovative research-informed online learning resource about WIL dignity to improve stakeholders’ understandings and help them get the best from WIL placements ensuring these are dignified, safe, and educationally productive. The resource included three topics: (a) workplace dignity and why it matters; (b) upholding dignity; and (c) strengthening dignity.

What lessons were learned?

We conducted a pilot qualitative evaluation involving 13 semi-structured interviews with students and supervisors to elicit their views and experiences of the resource. Our key findings across three overarching categories were: (1) perceived benefits (motivations to complete the resource; content of the resource; online pedagogies); (2) potential applications of learning (reinforcing existing knowledge; developing new knowledge; promoting reflection; changing workplace practices); and (3) suggested improvements (barriers to resource use; resource content; online pedagogies; timing of resource implementation; embedding the resource in broader learning).

What are the next steps?

Although we identified numerous perceived benefits, and applications of learning, the findings suggested opportunities for further development, especially improving the resource’s social interactivity. We recommend that further resource implementation includes student-educator and student-peer interactivity to maximise learning, and longitudinal evaluation of the resource.

Keywords:

• Dignity
• work-integrated learning (WIL)
• online learning
• medical education
• health professions education

Acknowledgements

We thank our collaborators involved in the foundational research for the resource (Allie Clemans, Jan Coles, Paul Crampton, Nicky Jacobs, Tui McKeown, Julia Morphet, and Kate Seear); and those involved in its development, including The Learning Hook. We also thank Tammie Choi for her co-supervision of Kadheeja Wahid and express our gratitude to evaluation participants for their feedback.

Disclosure statement

The resource is a free, open-access online resource: https://ilearn.med.monash.edu.au/dignity/index.html#/menu/5d3521caf8d10b57dcddac35. Authors CR, OK and CD were involved in the resource development, but received no financial compensation or incentives for others using this resource. The pilot evaluation of the resource was led by co-authors not involved in resource development.

Additional information

Funding

The development and evaluation of the resource was funded by a Monash Education Academy Inter-Faculty Transformation Grant, Monash University, Australia [November 2017], with Prof. Charlotte Rees as the Principal Investigator.

Notes on contributors

Mahbub Sarkar

Mahbub Sarkar, BEd (Hons), MEd, PhD, SFHEA, is a Senior Lecturer at Monash Centre for Scholarship in Health Education, and an Academic Development Specialist at Monash Education Academy, Monash University.

Corinne Davis

Corinne Davis, BNutrDiet (Hons), BArts (Hons), MUP, is an Accredited Practising Dietitian and PhD Candidate at the Department of Nutrition, Dietetics and Food, Monash University.

Olivia King

Olivia King, BPod (Hons), Grad Cert Diab Ed, PhD, is Manager of Research Capability Building with Western Alliance and an Adjunct Research Associate with the Monash Centre for Scholarship in Health Education.

Kadheeja Wahid

Kadheeja Wahid, BNut, MDiet, was a student researcher at Monash Centre for Scholarship in Health Education, Monash University.

Charlotte E. Rees

Charlotte E. Rees, BSc (Hons), MEd, PhD, PFHEA, is Head of School, School of Health Sciences, College of Health, Medicine & Wellbeing, The University of Newcastle, and Adjunct Professor, Monash Centre for Scholarship in Health Education, Monash University.