Developing the diverse workforce of tomorrow through assessment for learning: health professionals’ perspectives on necessary graduate capabilities

Abstract

More than just driving learning, assessment is a powerful force beyond the student experience: it also has implications for workforce capability and diversity. In health professional education, assessment for inclusion is important to ensure appropriate healthcare for diverse patient populations. Assessment should also focus on relevant graduate capabilities which align with future healthcare workforce needs. Work-integrated learning stakeholders are likely to offer the most relevant insights, at the nexus between learning, work, and assessment. This study draws on the perspectives of clinical supervisors in health professional education to consider necessary graduate capabilities, and how they can be best assessed to support inclusion of diverse students. The most important areas to assess were communication, professionalism, and ethical behaviour. While many clinical supervisors had substantial experience supporting diverse students, they were limited by the possibilities for flexibility in assessments and available accommodations. It may be helpful to consider the respective weighting and focus of work-integrated learning assessment, and the specific content and/or skills expected, to better support diverse students to demonstrate their capabilities. Professional development for supervisors may also be helpful in supporting them to adapt assessment tools in accordance with workplace learning contexts and student needs and capabilities.