Supporting Students in Distress: A Workshop for Clinical Educators
Over 60 clinical educators from across MDHS came together at Melbourne Connect for a CAPS-led workshop on recognising and responding to student distress during clinical placements. The session provided practical tools, expert insights, and cross-disciplinary connection to support student wellbeing.
On Monday 7 July, clinical educators from across our many Faculty of Medicine, Dentistry and Health Sciences (MDHS) partners gathered at Melbourne Connect for an engaging the University of Melbourne’s Counselling and Psychological Services (CAPS) workshop, Supporting Students in Distress: A Workshop for Clinical Educators.
Clinical placements are a time of tremendous growth for students, but they can also bring heightened stress and mental health challenges. Clinical educators are often the first to notice when a student is struggling, and this workshop aimed to build capacity in recognising signs of distress, responding with confidence, and connecting students with the right supports.
The workshop was facilitated by CAPS, and brought together over 60 clinical educators across multiple MDHS disciplines. The interactive format included expert input, small-group case discussions, and a Q&A session with an experienced panel of student placement & support staff and Clinical Education Strategy and Risk (CESAR).
Participants explored the most common mental health concerns impacting students on placement, including anxiety, burnout, perfectionism, and the pressures of clinical performance in different placement context and cultures. Educators were introduced to the "Look–Listen–Link" model, a simple, practical approach for supporting students while maintaining appropriate professional boundaries. Importantly, educators are reassured that they are not expected to manage these situations alone. CAPS provides a secondary consult service to provide advice and support, helping educators feel more equipped and connected when navigating complex wellbeing concerns during placement.
The panel discussion was a highlight of the afternoon, featuring a multidisciplinary group of experts:
- Danielle Clayman – Accredited Mental Health Social Worker, Health and Wellbeing Practitioner, Melbourne Medical School
- Debra Virtue – Director of Clinical Education & Deputy Head of Physiotherapy
- Eliza Martin – Clinical Education Coordinator, Speech Pathology
- Kyahl Anderson – Associate Director, Clinical Education Strategy and Risk (CESAR), MDHS
Panellists shared real-world insights from their experience supporting students, offering practical strategies for initiating conversations, navigating complex scenarios, and understanding the boundaries of the clinical educator role. They also highlighted key referral pathways and resources available within the university, including CAPS, the Student Equity and Disability Support team, and support services within departments.
Feedback from the participants has been positive, appreciating the opportunity to ask questions, share experiences, and deepen their understanding of student wellbeing. Many highlighted the value of connecting with colleagues around responding to learners in distress. Understanding that as clinical educators, they are not expected to manage these challenges alone — there are support pathways in place to refer students to, and resources available to help educators feel more confident and supported in their role.
This workshop was the first of a three-part series focused on student and clinical educator wellbeing, made possible through a Department of Health grant received by the Faculty of MDHS to strengthen student placement experiences.
The second part of the series — "Optimising the Clinical Learning Environment: Practical Strategies to Support Wellbeing" — will be delivered in July through two interactive sessions (held in person on Tuesday 15 July and online on Thursday 17 July). These workshops will explore practical strategies to enhance wellbeing and foster positive learning environments, with a strong focus on supporting both students and educators during clinical placements.
Stay tuned for details about the final session in the series, which will continue building on these important themes.