One of the most common criticisms of law students on clinical placements is that they lack telephone communication skills. Speaking confidently over the telephone is an important part of working with clients, especially in law where advice is often provided over the phone. The 'phone a friend' task meets two aims at once: ensuring students have prepared for class, and encouraging them to develop their oral communication skills when using the telephone.

The Clinical Case Presentation (CCP) is an exercise in which students demonstrate their skills in assessing a patient's problem/s, with specific emphasis on the relevant clinical and investigative findings, the diagnosis and the current and potential future management plans. Furthermore, the student is expected to read around the surgically relevant or related aspects of the case and be expected to discuss these with the examiner during the presentation.

In small groups (2-4) students liaise with an external client organisation and conduct stakeholder engagement to produce a report or output that aligns with client needs. In the case of COMU7013, students design, conduct, analyse, and report on, a participatory needs and opportunity assessment relating to a simple, real-world issue.

This is a live industry assessment that required students to work on a feasibility analysis for an innovation for a Tourism or Hospitality organisation. Students worked in self assigned teams of four to develop a 4000 word report that provided our industry partners with a market analysis, an analysis of the Political, Economic, Social and Technological (PEST) environments and recommendations as to how best develop the innovation and take it to market. This WIL industry partnered assessment resulted in the development of student / industry relationships as students were encouraged to engage with their allocated industry partner to guide the focus of their reports.

This authentic assessment sees students work collaboratively in groups to engage an external participant group in the production of media output based on topical and generative themes selected by the organisation participant through processes of facilitation and discussion.

An internship, reflective activities and two reflective assessments scaffolded students to create posters evidencing their employability, graduate attributes and their unique personal brand developed in workplace projects. Articulating their abilities, showing how they added value to current and potential employers, students demonstrated how these experiences can support future transition to their careers. Posters also showing their LinkedIn profile, career ambitions and skills assessments were displayed to industry representatives who provided feedback. Posters can be used as a resource during recruitment complementing a resume.

This practical task see students complete an oral performance during dedicated class time in response to some form of in-situ stimuli, such as a live presentation or audio-visual material. In JAPN7200, students attend weekly live interpreting forums and must orally interpret (from English to Japanese) speeches delivered by guest speakers.

In Phase 2 (the clinical years) of the MD program in the Faculty of Medicine, students collect evidence of observed practice of core clinical skills - Mini Clinical Evaluation Exercise (Mini-CEX), Direct Observed Procedural Skills (DOPS) and Compulsory Observed Procedural Skills (COPS). They also lodge Clinical Participation Assessments for each clinical rotation. The overarching aims of the Workplace Learning Portfolio course are intern readiness, to be observed practicing core skills and receive feedback, and to use that feedback to continue to grow and develop.