Augmenting higher education students’ work experiences: preferred purposes and processes
调查了医疗专业学生对工作经历后教育干预的偏好，发现他们更喜欢由教师或专家引导、帮助评估和提升职业能力的过程，而非同伴互助。
Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work experiences, as they can share, compare and engage critically with those experiences. As these interventions are premised on student engagement, it is important to understand: (i) the reasons why and (ii) means by which they prefer particular interventions. This paper discusses the findings of a survey of higher education students from healthcare disciplines that sought to address those two issues. Students reported a preference for processes assisting them gauge and further develop their occupational capacities and readiness to secure employment and practice effectively once employed. Those interventions led, facilitated or guided by teachers or experts (i.e. clinicians), were preferred over student-organised and led ones. These students place lower value on peer assistance and feedback. This finding contradicts recent literature indicating being assessed by peers is greatly valued. It is these findings and discussions that are elaborated here.