Work-Integrated Learning (WIL), is a critical component of the Bachelor of Medical Science (Pathology) program, enabling students to apply theoretical knowledge in real-world diagnostic settings. Given the patient-focused nature of diagnostic pathology, students must engage with authentic patient scenarios that influence actual diagnoses and treatment plans. While practical laboratory classes are included in the curriculum, workplace learning (WPL) through clinical placement in diagnostic pathology laboratories offers more complex and authentic scenarios, demanding higher-order problem-solving skills. It also allows students to develop a professional identity (Booth, 2019), build confidence (Ng et al., 2022) and enhance their employability (Errington, 2010; Jackson, 2014). However, the transition to WPL can be daunting for students, particularly those who are neurodivergent, such as those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and anxiety.
This presentation aims to explore a novel approach to WPL that better supports neurodivergent students, based on a case study of a student with ASD who successfully navigated their placement with tailored support. The objective is to assess current WPL practices and propose a more structured and considerate approach that can be formalized and extended to other neurodivergent students.
The approach involved close collaboration between the WPL team, the student, and the placement supervisor. Key strategies included ice-breaker meetings, clear communication, setting explicit expectations and boundaries, and fostering an environment where the student felt understood and supported. The case study provided valuable insights into how neurodivergent students can be better prepared and supported during their placements.
The tailored approach led to a highly successful WPL experience for the student with ASD, allowing them to thrive in their placement. The positive outcomes included enhanced confidence, a stronger sense of professional identity, and a reaffirmed commitment to their chosen field. These results suggest that similar strategies could be beneficial for other neurodivergent students.
The case study highlights the importance of understanding and addressing the unique needs of neurodivergent students in WPL settings. By implementing strategies that promote open communication, clearly defined expectations, and a supportive learning environment, educators can help these students’ overcome challenges that might otherwise hinder their success. The findings
underscore the need for a formalized approach to WPL that accommodates the diverse needs of all students.
The success of this novel approach to supporting a neurodivergent student during WPL underscores the potential benefits of expanding and formalizing these practices. By doing so, educators can ensure that all students, regardless of their neurodiversity, are equipped to succeed in their placements and ultimately in their careers. This presentation advocates for a more inclusive and supportive WPL framework that aligns with the diverse needs of today’s student population.
References:
Booth, J. (2019). How does participant experience of work-based learning shape a professional identity?. Work Based Learning e-Journal, 8(1), 20-38.
Errington, E. P. (2010). Preparing graduates for the professions using scenario-based learning. Post Pressed.
Jackson, D. (2014). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350–367. https://doi.org/10.1080/03075079.2013.842221
Ng, P. M. L., Tai Ming Wut, Wut, T. M., Jason K. Y. Chan, & Chan, J. K. Y. (2022). Enhancing
perceived employability through work-integrated learning. Jo
