Dignity during work-integrated learning
Piloting an online learning resource for placement students and supervisors
Bibliographic Data
| ID | 21448845 |
|---|---|
| Authors | Mahbub Sarkar (0000-0002-6940-3946, Monash University, corresponding author), Corinne Davis (0000-0002-6343-2260, Monash University), Olivia King (0000-0002-7182-2891, Monash University), Kadheeja Wahid (Monash University), Charlotte Rees (0000-0003-4828-1422, Monash University) |
| Year | 2024 |
| Volume | 46 |
| Issue | 2 |
| Pages | 179-182 |
| Publication date | 2024-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2023.2272775 |
| PMID | 37909884 |
| OpenAlex | W4388127695 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
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
Dignity · Knowledge management · Medical education · Pedagogy · Political science · Public relations · Resource (disambiguation) · Sociology · Computer Science · Healthcare professionals’ stress and burnout · Innovations in Medical Education · Medicine · Patient Dignity and Privacy · Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |