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Introduction
Work-based learning (WBL) and work-integrated learning (WIL)
WBL occurs in the workplace and is integral to vocational education and training (Atkinson, 2016). WIL focusses on programmes in which pedagogical theory is purposely integrated with work practice through specifically designed curricula, pedagogic practices and learner engagement. Atkinson (2016) discusses WBL and WIL in the context of apprenticeship programmes and outlines how WBL occurs in the workplace, whereas WIL may be fully embedded within a programme or can constitute one element of the learning experience.
Crossan et al. (2010) considered relationships between the three principal stakeholders of WBL, the Higher Education Institute (HEI), the learner and the employer and concluded that equivalence within the tripartite relationship may not always be deemed realistic or necessary. Bravenboer and Lester (2016) described how apprenticeships in the UK provide a framework for developing more integrated approaches to professional learning. Lester and Bravenboer (2020) suggest that for apprenticeships, concrete linkages need to be established between the HEI and the employer.
WBL and WIL form parts of many allied healthcare programmes. Within audiology, graduates need to attain proficiency in clinical skills. Hence, placement or work-based training needs to be embedded into programmes in this field. In this study, WBL applies to learning facilitated through the workplace setting.
Competency-focused education
WBL provides a platform for the overall attainment of competencies (Allan et al., 2018) and allows learners to develop confidence. Frank et al. (2010) define competency as “an observable ability of a health professional, integrating multiple components such as knowledge, skills, values and attitudes” and note that “since competencies are observable, they can be measured and assessed to ensure their acquisition to defined knowledge, skill and qualities expected to competently carry out a function”. Although several allied healthcare professions have migrated to competency-focused education, no common taxonomy has been established for domains of competence, even though specific competencies exist in practice (Englander et al., 2013). Lucey et al. (2018) suggested that by designing programmes which require learners to meet specific competencies before transitioning from programme to practice, the establishment of a framework assures the public that every healthcare professional has the skills to provide high-quality healthcare.
Objective structured clinical examinations (OSCEs)
OSCEs assess components of clinical competency (Gormley, 2011). Epstein (2007)...