The university-based session helped students reflect and introduced them to placement objectives. Over 75 per cent of this session was dedicated to small-group activities aligning with Master’s level requirements of application, analysis, synthesis and evaluation. Hospital-based induction workshops for third-year and fourth-year students differed significantly in their content of ‘synthesis’ and ‘evaluation’ activities due to the level of students involved. The positive impact of regular evaluations was particularly noticeable in sessions for fourth-year students, which observed an inception of the ‘handover’ workshop and an improvement in the use of the Poll Everywhere system during the experiential cycle. Learning outcomes and aligned activities were adjusted accordingly to suit the new activities and needs of trainees.
In conclusion, this educational experience demonstrated a successful application of pedagogic theory while helping students achieve the tailored learning outcomes in an interactive environment created through modern technology. Regular evaluations enabled the newly established training to evolve during the academic year.