A case study on engaging students with feedback from Bond University.

For healthcare students, the transition from classroom learning to clinical practice can be challenging. Understanding theory is one thing; applying it confidently with real clients is another. This challenge led the Occupational Therapy team at Bond University to redesign how they prepared students for their first clinical placements.

Feedback from students, educators and placement partners revealed a common concern: many students struggled to connect theoretical concepts with real-world practice, while others found expectations increased dramatically as placement approached. At the same time, the rise of generative AI highlighted the importance of assessments that could clearly demonstrate individual competency and professional readiness.

Rethinking the learning experience

Rather than making incremental adjustments, the team completely redesigned the Foundations of Occupational Therapy subject to create a more integrated learning experience. The aim was to build confidence, strengthen clinical reasoning and encourage students to take greater ownership of their learning.

Drawing on social constructivist, experiential and transformational learning theories, the redesign centred on a simple principle: students learn most effectively when they engage in authentic experiences, reflect on their performance and learn collaboratively.

Using simulation to build confidence

A key innovation was the introduction of a single simulated client case that students followed throughout the semester. Instead of working through multiple unrelated scenarios, each student interviewed one simulated client and later met with a family member connected to that client. Information gathered during these interactions formed the basis of subsequent learning activities and assessments.

This approach allowed students to develop a deeper understanding of their client over time while focusing on the practical application of Occupational Therapy theory. Rather than constantly absorbing new case information, they could concentrate on developing essential communication and clinical reasoning skills.

Learning together

The simulated interviews were structured as collaborative learning experiences. Each student conducted their own interview while being supported by two peers acting as an observer and note-taker. This ensured that all students remained actively engaged, whether leading the conversation or supporting a classmate.

Peer learning became a powerful driver of development. Students learned not only from their own experiences but also by observing different approaches, discussing challenges and providing constructive feedback. As a result, learning became a shared journey rather than an individual task.

Embedding feedback and reflection

For many students, the first interview pushed them beyond their comfort zones. However, these challenges created valuable opportunities for growth. Following each interaction, students participated in workshops where they reviewed information, explored observations and connected theory to practice.

Feedback came from multiple sources including peers, educators and simulated clients. This continual cycle of practice, feedback and reflection helped students develop self-awareness, confidence and a stronger sense of responsibility for their own learning.

Stronger outcomes and a stronger community

Assessment was also redesigned to support assurance of learning through an essay, a viva voce hurdle assessment and a case analysis examination. While AI tools could support planning and revision, students were required to independently demonstrate their knowledge and skills.

Across two cohorts, educators observed improvements in communication, clinical reasoning, engagement and confidence. Students reported feeling better prepared for placement, more capable of applying theory in practice and more comfortable seeking support and learning from mistakes.

Bond University’s experience demonstrates how authentic practice, peer learning and continuous feedback can strengthen placement readiness while fostering reflection, agency and professional identity. The result is not only better-prepared students, but a stronger learning community where confidence and capability grow together.