Abstract
Abstract: Student engagement is typically woven into the curriculum of healthcare education through hands-on experiences, lectures, discussions, active learning, and lab components. This engagement is critical to developing student confidence, efficacy, and esteem in important skills that will serve them as they enter their profession. In our doctoral program, we are allowed additional engagement opportunities, including belonging to a research project with professionals. Upon reflection, our experience on an interprofessional research team has helped to translate our classroom knowledge to research and professional practice skills.
Plain-Language Summary: This paper is a reflection on the value of adding work skills beyond common fieldwork placements. We recommend schools give students an opportunity to try research skills as part of a working team.
DOI
https://doi.org/10.32873/unmc.dc.tso.2.1.06
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Johnson, C. P., Regnier, S. C., & Stade, L. M. (2025). Gazing in the Mirror: Reflecting on Student Perspectives in Work-Integrated Learning in Healthcare Education. Translational Science in Occupation, 2(1). https://doi.org/10.32873/unmc.dc.tso.2.1.06
