Co-Creating Inclusive WIL for Future Health Professionals

Higher education hosts increasing numbers of students with disabilities,neurodiversity, and health conditions, but it has been demonstrated that thesestudents face challenges in academic success, graduation, and employment. Work-Integrated Learning (WIL) placements can promote student success and transition effectively into the workforce, however emerging research suggests that students’ experiences of WIL are not always inclusive. Student assessment is a shared endeavour between stakeholders and so could be a vector to improve inclusion. This project explored how WIL stakeholders—including healthcare and education providers, coordinators, supervisors, and professional bodies—can better support diverse students through inclusive assessment practices, within the health professions.