Abstract

We have proposed an ISA model: image of potential own career, self-directed life-long and life-wide learning as well as assessment and adjustment, delivering integrative career development learning (ICDL) in our teaching and research project. The pilot application of ICDL in a cancer sciences course showed that students became significantly more confident in career associated self-efficacy, which formed the basis of the present study. The aim of this project was to deliver ICDL to students in four third-year courses versus a control class across discipline within the School of Medical Sciences at the University of New South Wales. Our aim was to evaluate the effects of the ICDL on career associated self-efficacy of students from career-intervention classes that raise student awareness of career paths, as well as between female and male students of each group, using an international standard career decision-making and self-efficacy (CDMSE) score. Our study indicated a significant improvement in the CDMSE scales pre- and post-course within four courses that received ICDL intervention individually or as an intervention group, but not in the control course. The improvement was noticed in females or males pre- and post-ICDL intervention when analyzed in a single gender. Males showed slightly better improvement than females at the end of the ICDL intervention. The introduction of this pedagogy and model has proved successful in evidencing graduate learning outcomes for improving student confidence in CDMSE.