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This study investigated the extent to which a course, designed using peer and action learning principles to function as an'on campus practicum', can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as'student consultants', entered into a'client±consultant' relationship with ®rst and second year student client' groups. Both groups of students reported positive learning outcomes. Third year studentdoi:10.1080/0307507042000236371 fatcat:xects6ongvcrlaloaubheae4ji