Table 1.

Factors identified as contributing to graduate outcomes

Factors	Description
Teacher dynamic and culture	Previous teaching & industry experience Training & intrinsic interest in teaching Diversity, size & dynamics of the team Health / mental health Policies, procedure & ethical guidelines Teaching performance review Being flexible to students’ learning needs Teaching and contribution to students’ learning experience Being reflexive and willing to change Competing demands outside teaching
Dynamic and culture between teachers, students and WIL educators* * Includes patient as educator • Perceived role and intrinsic interest in teaching • Understanding, skills and support in teaching and assessing • Satisfaction with teaching Learning priorities and challenges in workplace	Teaching logistics, technology and class timetable Diverse learning pace of students Course advisory group inputs Explicit instruction on curricular delivery Strategies to identify struggling students Labor market expectations
Student dynamic and culture	Selection effect, readiness to learn Previous learning experiences and expectations English language proficiency Diversity, size and dynamics of cohort Procedures and guidelines Health / mental health Being reflexive, willing to change, resilience Engaged in learning Competing demands outside learning