Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients. Students are assigned 6 patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to the outlined case (Hour 2).

Designed to develop student's critical awareness of their own writing practice and to learn modes of creative and reflective written genres, this assessment sees student write a short creative genre piece (in the case of WRIT1005 students write a children's short story) and produce an accompanying 500-word critical reflection.

In this formative assessment, students select a recent news media item (print, electronic, multimedia, social media etc.) and conduct a short (500-700 word) critical reflection that draws on the foundational theoretical and disciplinary concepts from the course.

Students write a 500 word critical reflection on the professional and applied skills learned from undertaking a particular course of study. This is submitted at the end of the teaching period subsequent to weekly in-class worksheets (which students must have completed throughout the semester to be eligible for full marks).

This task sees students participate in a four week Simulation Role Play in an area specific to their discipline of study. Students work in groups to assume the role of specific stakeholders/actors within the simulation. Rather than the simulation itself, students are assessed on an Operation Plan and a Final Report.

Designed with an explicit focus on developing students writing capabilities (especially in relation to professional and/or vocational genres), this assessment sees students produce weekly written pieces of varying genres for which they receive qualitative feedback. Students must then choose 4 of these written pieces for revision and inclusion in a summative online portfolioportfolio.

In groups, students deliver a performance piece on a topic arising from the course. Focusing on creative modalities, students develop an imaginative approach to their presentation such as a video submission, theatrical performance, role play, art exhibition, movie pitch etc. This is accompanied by an individual 500 word critical reflection.

This task sees students produce a language translation from a 500-700 word source text, accompanied by a commentary (also 500-700 words) in either English or the language of study. The commentary must provide full bibliographic information and a general overview of the source text including its genre and stylistic construction.

Appropriated from traditional philosophical teaching methods, this assessment sees students complete three 'disputations' throughout the semester in which they articulate and debate opposing positions in relation to a set question or topic based on course content. The aim is to deepen students understanding of, and ability to articulate, core course concepts.

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.