Journal articles on the topic 'Paramedic learning'
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Holmes, Lisa. "Exploring the Preparedness of Student Paramedics for the Mental Health Challenges of the Paramedic Profession." Prehospital and Disaster Medicine 34, s1 (May 2019): s83. http://dx.doi.org/10.1017/s1049023x19001742.
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Introduction:The mental health challenges encountered by paramedics have received much attention in recent years. This attention has particularly focused on high rates of stress, depression, anxiety, and post-traumatic stress disorder. This heightened awareness of the high incidence of mental illness, which has at times tragically resulted in the suicide of serving and former paramedics, is stimulating the address of mental health within the paramedic profession. It is now time to call on paramedic educators to prepare student paramedics for the mental health challenges associated with a career in the emergency medical services.Aim:To explore the preparedness of student paramedics for the mental health challenges of the paramedic profession and identify the coping strategies used by veteran paramedics to successfully meet these challenges.Methods:Twenty semi-structured interviews with veteran paramedics from Australia and New Zealand were conducted.Results:Advice from veteran paramedics was comprised of three key themes: support, health, and the profession.Discussion:The findings of the study indicate that the preparation of student paramedics for the mental health challenges of the paramedic profession throughout the undergraduate curriculum could be advantageous. The advice offered by veteran paramedics can be included within undergraduate paramedic curricula and delivered by sharing the personal experiences of the veteran paramedics. These experiences are highly credible and sharing them offers an opportunity for veterans to contribute positively to the future of paramedicine. Guidelines for their inclusion in the undergraduate paramedic curriculum should be prepared to facilitate knowledge translation and to encourage the development of conscious coping strategies by student paramedics during their learning phase. Further research is needed to raise awareness in this area, with a specific focus on preparing paramedic students to cope with mental health challenges related to undergraduate degree programs, and how they feel about commencing their career as a paramedic.
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Daubney, Ellie. "Nearly qualified but learning is for life." Journal of Paramedic Practice 12, no. 4 (April 2, 2020): 150. http://dx.doi.org/10.12968/jpar.2020.12.4.150.
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In her final column as a student paramedic, third year Ellie Daubney shares how COVID-19 is affecting her final year of her paramedic science degree and her plans to fill in any gaps in experience before embarking on her official career as a newly qualified paramedic
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Proctor, Alyesha. "Student paramedics' views on placements in general practice as part of a degree." Journal of Paramedic Practice 11, no. 12 (December 2, 2019): 519–25. http://dx.doi.org/10.12968/jpar.2019.11.12.519.
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Background: Frontline paramedics are increasingly attending to non-emergency problems and calls that could be managed by a primary care provider. Alongside this, there is a growing pressure to manage patients at home or use an alternative care pathway and reduce hospital conveyance. Student paramedic training, including both placement and taught elements at university, should therefore reflect this. However, placement opportunities for student paramedics in primary care settings is variable across the UK. Aim: To explore student paramedics' views on incorporating a placement within general practice as part of their degree and its effects on their learning and development as an autonomous paramedic. Method: A small pedagogic study as part of a postgraduate certificate in academic practice for higher education, involving a case study, qualitative approach using face-to-face, semi-structured interviews and thematic analysis, was carried out. Findings: Student paramedics feel that incorporating a placement in general practice as part of their degree will significantly help in their learning and development as autonomous paramedics. Specifically, they feel it: will help them understand the role of the GP and what the GP expects of them; will help them to focus their assessments and improve confidence in decisions not to convey patients; may lead to better knowledge of alternative care pathways; and, finally, may provide an insight into the role of the paramedic in general practice as a future career opportunity. There are a few reservations about whether students would be able to use the skills and knowledge gained in this setting, as they feel they do not have access to the tools or the authority in a frontline ambulance service. Students would prefer to have a placement in a GP surgery in the final year of their university degree. Conclusion: Placement within a GP surgery for student paramedics should be included as part of a paramedic science degree as a priority. This is necessary, particularly given the changing role of the contemporary paramedic who attends to non-emergency problems.
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Howlett, Gemma. "Nearly qualified student paramedics' perceptions of reflection and use in practice." Journal of Paramedic Practice 11, no. 6 (June 2, 2019): 258–63. http://dx.doi.org/10.12968/jpar.2019.11.6.258.
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Reflection is embedded in a variety of higher education healthcare programmes, and is a continuing professional development requirement for paramedics ( Health and Care Professions Council, 2012 ; 2014 ). The listed benefits of reflection include incorporation and exploration of an evidence base into a clinician's practice; avoidance of routine practice; identification of shortfalls in knowledge; and identification of learning needs by the reflector ( Jasper et al, 2013 ). Nine nearly qualified student paramedics took part in this qualitative study. The findings showed a positive attitude towards reflection among the students. Various barriers to reflection were identified. There appeared to be a lack of reflection and reflective practice in some sections of the paramedic workforce. Analysis of the findings have implications for both paramedic practice and paramedic education. This article is a summarised version of a research piece; therefore not all findings will be discussed.
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Freeman-May, Andrew, and Geoff Hayward. "Paramedic framework for learning and assessment." Journal of Paramedic Practice 14, no. 12 (December 2, 2022): 521–23. http://dx.doi.org/10.12968/jpar.2022.14.12.521.
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Angeli, Elizabeth L. "How report writing supports paramedic students' learning." International Paramedic Practice 10, no. 1 (March 2, 2020): 2–7. http://dx.doi.org/10.12968/ippr.2020.10.1.2.
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Writing skills are critical as emergency medical services (EMS) use them to support patient care, yet limited research supports EMS writing practice and pedagogy. The field of writing studies and its sub-field of technical communication offers theories and methods to understand these skills. Grounded in writing theory, this article reports on a longitudinal study about paramedic documentation training and uses the framework of ‘threshold concepts’: ideas, knowledge, and skills writers gain that transform learning. This study collected paramedic students' writing over 2 years, and participants also completed interviews and focus groups. Grounded theory and textual analysis guided data analysis. Findings suggest that paramedic students pass through significant learning thresholds when they write during field training, including developing expertise, audience awareness, and reflection. In turn, writing provides an opportunity for paramedic students to learn critical skills. This article provides assignment ideas that training programmes can use to harness writing's transformative power.
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Daubney, Ellie. "The end is near but the learning goes on." Journal of Paramedic Practice 11, no. 9 (September 2, 2019): 405. http://dx.doi.org/10.12968/jpar.2019.11.9.405.
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Davis, M., L. Leggatt, S. Romano, and K. Van Aarsen. "P028: Self-directed learning in advanced care paramedics: perceived deficits and completed activities." CJEM 20, S1 (May 2018): S66—S67. http://dx.doi.org/10.1017/cem.2018.226.
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Introduction: In Ontario, Advanced Care Paramedics (ACPs) are required to perform a minimum of 24 educational credits per year of Continuing Medical Education (CME). Of these 24 credits, 12 are chosen by the paramedic, while 12 credits are mandated by the Base Hospital. The combined mandatory and optional CME frame is used so paramedics can target their personal needs appropriately, while ensuring new medical directives and global knowledge deficits identified by Quality Assurance (QA) means can be addressed by the Base Hospital. Objective: To determine if there is a difference between what ACPs identify as their knowledge deficits and what CME they complete. Methods: Methods: Request for participation in a written survey was delivered to all ACPs in an Ontario Base Hospital, prior to the CME cycle for the year. Respondents were asked to identify deficits from a 37-point, organ systems-based list, with free-text option for any deficits not itemized. Following the annual cycle, CME credits were evaluated by the Regional Base Hospital education coordinator, and Base Hospital medical directors for content. The deficits identified prior to the CME cycle were then compared to the CME attended for each respondent. In order to best represent the individual ACP response to their perceived deficits, a percentage of deficits identified and addressed was chosen. Respondents were not aware that their responses would be compared to the credits obtained for the year, to minimize bias in CME selection. Results: Of the 140 ACPs in the region, 42 (30%) completed the survey. From the 37-point list, the median number of perceived deficits identified was 7.00 (IQR 3.00-10.00). The median number of CME events that addressed perceived deficits was 2.00 (IQR 1.00-3.00). The median number of perceived deficits addressed by either paramedic-chosen or mandatory CME were identical at 1.00 (IQR 0.00-2.00). The percentage of perceived deficits identified and addressed via CME was 35.07% (range 0-100%). Paramedic-chosen CME covered 22.48% (range 0-100%) of perceived deficits, while mandatory CME covered 20.14% (range 0-100%) of perceived deficits. Conclusion: In the current system, only 35.07% of perceived deficits were addressed through mandatory and paramedic-chosen CME. Further information regarding barriers to paramedics obtaining CME that meets their perceived deficits needs to be elucidated.
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Horrocks, Peter, Lisa Hobbs, Vivienne Tippett, and Peter Aitken. "Paramedic Disaster Health Management Competencies: A Scoping Review." Prehospital and Disaster Medicine 34, no. 03 (May 28, 2019): 322–29. http://dx.doi.org/10.1017/s1049023x19004357.
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AbstractIntroduction:Paramedics are tasked with providing 24/7 prehospital emergency care to the community. As part of this role, they are also responsible for providing emergency care in the event of a major incident or disaster. They play a major role in the response stage of such events, both domestic and international. Despite this, specific standardized training in disaster management appears to be variable and inconsistent throughout the profession. A suggested method of building disaster response capacities is through competency-based education (CBE). Core competencies can provide the fundamental basis of collective learning and help ensure consistent application and translation of knowledge into practice. These competencies are often organized into domains, or categories of learning outcomes, as defined by Blooms taxonomy of learning domains. It is these domains of competency, as they relate to paramedic disaster response, that are the subject of this review.Methods:The methodology for this paper to identify existing paramedic disaster response competency domains was adapted from the guidance for the development of systematic scoping reviews, using a methodology developed by members of the Joanna Briggs Institute (JBI; Adelaide, South Australia) and members of five Joanna Briggs Collaborating Centres.Results:The literature search identified six articles for review that reported on paramedic disaster response competency domains. The results were divided into two groups: (1) General Core Competency Domains, which are suitable for all paramedics (both Advanced Life Support [ALS] and Basic Life Support [BLS]) who respond to any disaster or major incident; and (2) Specialist Core Competencies, which are deemed necessary competencies to enable a response to certain types of disaster. Further review then showed that three separate and discrete types of competency domains exits in the literature: (1) Core Competencies, (2) Technical/Clinical Competencies, and (3) Specialist Technical/Clinical Competencies.Conclusions:The most common domains of core competencies for paramedic first responders to manage major incidents and disasters described in the literature were identified. If it’s accepted that training paramedics in disaster response is an essential part of preparedness within the disaster management cycle, then by including these competency domains into the curriculum development of localized disaster training programs, it will better prepare the paramedic workforce’s competence and ability to effectively respond to disasters and major incidents.
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Waller, Jacob. "Identifying effective paramedic leadership skills." International Paramedic Practice 12, no. 3 (September 2, 2022): 55–64. http://dx.doi.org/10.12968/ippr.2022.12.3.55.
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Introduction: Paramedics who assume leadership positions rarely receive education and training to prepare them for the change in role. This study examines the experiences and beliefs of paramedic leaders and suggests ways that practitioners looking to move into leadership positions can develop their leadership skills before assuming such a role. Methods: Qualitative, semistructured interviews were conducted with paramedic leaders from the different emergency medical services (EMS) models, including fire department, ambulance district, hospital and private EMS systems from urban, suburban and rural response areas to determine leadership training best practices, based on the leaders' own experiences. Results: Despite employer and regional variations, all the participants had similar experiences during the transition from frontline clinician to leader. Common themes included a lack of preparatory training, a struggle with moving from peer to boss, issues with learning how to communicate effectively and an ongoing need to perform direct patient care while also fulfilling the tasks of a manager. These issues were a source of considerable stress and self-doubt for many participants. Conclusion: Leadership training is not typically given to EMS field clinicians looking to assume leadership positions. Paramedic leaders have developed the necessary skills to succeed on their own by learning on the job, developing mentor/mentee relationships, and undergoing training and education in the form of advanced degrees. EMS agencies need to prioritise proactive and meaningful leadership development not only to retain current staff but also to support organisational succession plans.
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Wongtongkam, Nualnong, and Lyle Brewster. "Effects of Clinical Placements on Paramedic Students’ Learning Outcomes." Asia Pacific Journal of Health Management 12, no. 3 (November 12, 2017): 24–31. http://dx.doi.org/10.24083/apjhm.v12i3.55.
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Background: Clinical placements are of major importance in students’ learning processes through creating supportive environments and fostering independence into paramedic professional roles. The study aimed to explore whether clinical experiences in out-of-hospital emergency services affected students’ learning outcomes and satisfaction.
Methods: A retrospective study was carried out using preceptors’ evaluations (n=160) and students’ feedback forms (n=21). Descriptive and non-parametric inferential statistics were used to analyse quantitative items, and open-ended questions were analysed using content analysis.
Results: Findings showed that more than 70% of students were satisfied with the quality of preceptors and the fieldwork atmosphere. Preceptors reported that students’ clinical skills across all categories improved significantly in the last two weeks of training. Qualitative data indicated that students displayed appropriate behaviour and professional socialisation and were keen to learn, and demonstrated competence in paramedicskills.
Conclusion: A supportive atmosphere and positive student–preceptor relationships are key attributes for clinical placements if students are to accomplish learning outcomes in out-ofhospital environments.
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Schwartz, D., L. Aronson, B. Adini, and L. Nesher. "(A310) Academic Training for Paramedics - A Unique University Based Model." Prehospital and Disaster Medicine 26, S1 (May 2011): s87. http://dx.doi.org/10.1017/s1049023x11002949.
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IntroductionThe paramedic profession is relatively new, dating to the 1970's. In Israel, it was introduced in 1980 and paralleled the introduction of advanced life support units (ALS) to Israel's national emergency medical services (EMS), Magen David Adom (MDA).The curriculum and assigned roles were adopted with minor changes from Anglo-American systems. Initially, paramedics were assigned alongside physicians, but in recent years a growing percentage of units operate without an on-board physician. Despite the increasing complexity of required tasks and the move toward paramedic-led crews, paramedic training has changed little. Most are trained through a non-academic, certificate granting tracts. In 1998, a fully academic bachelor's degree program was launched at the Ben-Gurion University (BGU).MethodsThe programs aims, curriculum, and experience are described, based on past and current curriculum and on interviews with past and current staff and students.ResultsThe BGU program is a three year program that grants its graduates both a University BA and professional paramedic certification. The program is housed as a university department within the Faculty of Health Sciences. First year courses center on basic sciences. The second year centers on classroom and simulation-based learning of the clinical topics. The third is devoted mostly to clinical clerkships, in hospital wards in the first semester and on MDA ALS units in the second. To date, the program boasts more than 300 graduates, many attaining higher academic degrees in healthcare sciences and many who work in Israel's national EMS.DiscussionThe BGU academic paramedic training program is the only such program in Israel and one of a few worldwide. Questions regarding the increasing responsibility and task complexity require a move from certificate training to University degree granting learning and the possible contribution of such
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Ward, Richard. "Paramedic and student midwives' experiences of interprofessional learning." Journal of Paramedic Practice 8, no. 9 (September 2, 2016): 470. http://dx.doi.org/10.12968/jpar.2016.8.9.470.
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Taher, A. Khaled, J. Lockwood, C. Spearen, J. Kachur, G. Pino, N. Kedzierski, and W. Tavares. "LO11: Improving patient access, care and transportation by paramedics (IMPACT): a novel curriculum toward redefining paramedic services in Ontario." CJEM 20, S1 (May 2018): S10. http://dx.doi.org/10.1017/cem.2018.73.
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Introduction: A proportion of Emergency Department (ED) visits may be treated in out-of-hospital settings. The objective of this curriculum was to expand paramedic competencies to safely risk stratify patients and divert low risk, low acuity patients from EDs with and without physician oversight. Methods: We followed Kerns 6-step Curriculum Development Framework . (a) We identified a problem, and (b) completed a needs assessment by retrospectively reviewing the clinical pathways of 3000 patients were cared for and transported by paramedics and received care at an EDs. We used this data to identify competencies (e.g., diagnostics, interventions, reasoning needs) and targeted patient types that would result in the most significant advancements to paramedic services. These were translated to (c) goals and objectives. Results: Our (d) educational strategies involved a 14-week intensive patient-type and case-based curriculum. (e) Implementation involved 3 days/wk of clinical rotations supplemented with 2 days/wk of a mixed curriculum (i.e., fixed instruction using blended didactic small and large group sessions; flexible/individualized curriculum based on identified needs; formative assessments; self and peer-directed learning; simulations). (f) Assessment involved knowledge and application tests, clinical placement and simulation assessments; case development, assignments, and OSCE. Evaluation outcomes included student performance scores across 7-dimensions, clinical placement and student feedback. Thirteen Advanced Care Paramedics from York Region Paramedic Services completed the program. Challenges included provincial stakeholder consensus, and formally addressing clinical suspicion in a protocol based field within a limited time frame. Conclusion: A curriculum for expanded paramedic practice to risk stratify and divert targeted low risk patients from EDs resulted in new paramedic competencies and scope of practice. It received high evaluations from clinical staff and students. Successful candidates will undergo a 1-year study for validation and safety.
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Lazarsfeld-Jensen, Ann. "Road resilience: adaptive education for emerging challenges." Journal of Paramedic Practice 11, no. 12 (December 2, 2019): 512–18. http://dx.doi.org/10.12968/jpar.2019.11.12.512.
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The reality of paramedicine can cause students emotional distress, especially if this tests their values or beliefs. Therefore, educating students to be resilient and prepared for unpredictable, distressing events should be considered. The need to increase professional longevity in paramedicine has shifted employers' focus from road readiness to road resilience, which presents a complex challenge for educators. This article is the first of a series to discuss the use of supporting sciences to build road resilience in undergraduate paramedicine programmes. A review of the literature on paramedic education demonstrates there is new knowledge, based on experience in clinical practice and research, that paramedic educators can draw on to develop their discipline. Paramedics with postgraduate qualifications can shape the future of their professional discipline when their research produces a new discourse that informs a curriculum which can meet contemporary challenges. Discussion of a fictional case study illustrates how an emotional crisis could provide a platform for reflective learning and make a student more effective as a paramedic, and the educational environment needed to facilitate this.
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Thompson, James, and Donald Houston. "Programmatic assessment condensed: Introducing progress testing approaches to a single semester paramedic subject." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 195–211. http://dx.doi.org/10.53761/1.17.3.14.
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The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student’s individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don’t know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.
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Parry, Samuel. "Variety in practice." Journal of Paramedic Practice 13, no. 8 (August 2, 2021): 350. http://dx.doi.org/10.12968/jpar.2021.13.8.350.
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Finishing off his second year, Samuel Parry reflects on some of his recent challenges while learning during the pandemic, as well as a variety of paramedic placements, as he prepares for his third year as a student paramedic and looks towards qualification
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Bury, Gerard, David Janes, Margaret Bourke, and Cathal O’Donnell. "The advanced paramedic internship: An important clinical learning opportunity." Resuscitation 73, no. 3 (June 2007): 425–29. http://dx.doi.org/10.1016/j.resuscitation.2006.09.017.
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Wamg, Henry E., Samuel R. Reitz, David Hostler, and Donald M. Yealy. "Defining the Learning Curve for Paramedic Student Endotracheal Intubation." Prehospital Emergency Care 9, no. 2 (January 2005): 156–62. http://dx.doi.org/10.1080/10903120590924645.
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Donnelly, Elizabeth A., Aman Ahluwalia Cameron, Peter Bucciachio, and Justin Tong. "Learning about behavioural emergencies: an evaluation of paramedic textbooks." International Paramedic Practice 7, no. 3 (December 2, 2017): 37–41. http://dx.doi.org/10.12968/ippr.2017.7.3.37.
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Mulholland, Peter, Tony Barnett, and Jess Woodroffe. "A grounded theory of interprofessional learning and paramedic care." Journal of Interprofessional Care 34, no. 1 (July 22, 2019): 66–75. http://dx.doi.org/10.1080/13561820.2019.1635095.
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Hubble, Michael W., and Michael E. Richards. "Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods." Prehospital and Disaster Medicine 21, no. 4 (August 2006): 261–67. http://dx.doi.org/10.1017/s1049023x00003800.
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AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.
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Lee, Sang Goo, and Younghwa Kim. "A Comparative Analysis of the Needs of Firefighters and Paramedic Students for Training in Basic Medical Science Disciplines." Fire Science and Engineering 35, no. 4 (August 31, 2021): 71–82. http://dx.doi.org/10.7731/kifse.dbcfdffe.
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This study aims to facilitate measures to increase the on-site response capabilities of firefighters by suggesting an appropriate curriculum for the inculcation of basic medical science disciplines through Borich needs assessment and the Locus and Focus model analysis by defining the learning outcomes. A survey was conducted among 188 firefighters and 48 paramedic students the results showed a need for microbiology (2.10) and public health (2.07) for firefighters, pharmacology (4.64) and anatomy and physiology (3.82) for paramedic student. The priority subjects identified in the High-High dimension of the Locus and Focus model for firefighters included public health, microbiology, anatomy and physiology. The learning outcomes, based on the level of present acknowledgment, showed a significant difference between the required and current level in 42 and 37 items of the questionnaires for firefighters and paramedic students respectively (p < .001). The highest discrepancy in priority, based on the level of present acknowledgment between firefighters and paramedic students were in: “sterilization and mechanism of antibiotic action (4th vs. 31st),” “pathogenesis of viral infection (1st vs. 23rd),” and “prevention of diseases and health promotion (14th vs. 36th).” The priority for paramedic students was “receptor-mediated drug response (25th vs. 4th).” Given the difference in the priority level of need of basic medical science disciplines between firefighters and students, an appropriate curriculum for paramedic students that also reflects the needs of firefighters should be developed.
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Aiello, Stephen. "Supporting Online Paramedic Education within a Covid-19 Era." Pacific Journal of Technology Enhanced Learning 4, no. 1 (January 26, 2022): 4–5. http://dx.doi.org/10.24135/pjtel.v4i1.122.
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Covid-19 has impacted many areas of New Zealand’s higher education system, with most universities forced to transfer activities away from the traditional campus-based learning toward online platforms. This has resulted in a transformation from face-to-face teacher centred (objectivist) methods to online digital hybrid programs that aim to enhance the constructivist, learner-centred pedagogy.
Prior to Covid-19 a change of approach within higher education would usually take several years to develop but was now required within a limited number of days (Strielkowski, 2020). This had the potential to impact the educational experience and motivation by providing content without flexibility or an understanding of different learning styles. The absence of a thoughtful design and development process has therefore resulted in some recent online education being seen as ‘crisis education’ (Bozkurt & Sharma, 2020; Hodges et al., 2020; Vlachopoulos, 2020).
Whilst it was impossible to anticipate the shift to online learning, the instructional achievement of online education is often questioned due to a lack of face-to-face student community (Joshi et al., 2020). An additional challenge is that online education is not suited to all aspects of clinical learning. The reason for this is that online learning is not compatible with the kinaesthetic (hands-on) activities that are required for clinical practice (Leszczynski et al., 2018).
Effective higher education must have a comprehensive understanding of the limitations and benefits of both asynchronous and synchronous online learning (Omotayo & Haliru, 2020). To address the complexity of online learning and digital competency in this evolving environment it is important that students feel relevancy and motivation (Omotayo & Haliru, 2020). The current situation has led to investigation and implementation of content to support the online clinical student to promote engagement and offer a flexible learning experience. In addition, it was important that the system was designed to support different student learning styles and provide a community of learning.
The content was developed using Spark Adobe software to provide a range of asynchronous visual content with a flipped classroom approach. The content also had a strong lean toward the auditory learner by offering the material in a podcast listening form. In conjunction with this, each weekly topic was later ‘flipped’ as a synchronous case study group discussion forum.
Universities and their social role within the pandemic are recognised as important support mechanisms for the online student (Wang & Zha, 2018). The findings for our work were that students felt engaged with the content and the subsequent group forum provided a sense of inclusion and community. In addition, and similar to other authors, positive factors such as flexibility (Smedley, 2010), interactivity (Leszczynski et al., 2018), and self-pacing (Amer, 2007) were found.
Whilst it is likely that online learning will be sustained and education will become more hybrid, it is also important to develop an understanding of the complexity of online learning within paramedic clinical education. The implementation of both synchronous and asynchronous online content offers a flexible, supportive learning environment despite the challenges faced within the Covid-19 era.
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Eaton, Georgette. "Learning values in shared decision‐making in undergraduate paramedic education." Journal of Evaluation in Clinical Practice 25, no. 6 (August 2019): 1094–101. http://dx.doi.org/10.1111/jep.13247.
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Credland, Nicola, Antony Rodgers, Matthew Hurwood, and John McKenzie. "Student paramedic perceptions of a non-ambulance practice learning experience." Nurse Education Today 88 (May 2020): 104374. http://dx.doi.org/10.1016/j.nedt.2020.104374.
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., Masrul, and Sahat Halim. "The Utilization of E-Learning for Improving Knowledge on Covid-19 Prevention and Control for Paramedics at Permata Bunda Hospital in Medan." International Journal of Research and Review 8, no. 8 (August 9, 2021): 19–22. http://dx.doi.org/10.52403/ijrr.20210804.
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Coronavirus-19 (COVID-19) has been declared a world pandemic by WHO. This virus and disease are known to have started in the city of Wuhan, China since December 2019. As of March 21, 2020, the number of cases of this disease has reached 275,469 people, spread across 166 countries, including Indonesia. Prevention is the key to deciding the transmission process so it is necessary to carry out a process of increasing knowledge through an e-learning system. Method: This research is analytic with cross sectional design with 188 participants. This study uses a questionnaire measuring tool that is accessed online and analyzed into univariate and bivariate Result: The use of e-learning has proven to be an effect in increasing paramedics knowledge about COVID-19. From the results of Wilcoxon's analysis, there are differences in knowledge before and after the use of e-learning. The average post-test score has increased by about 72 when compared to the pre-test mean score. Conclusion: Some paramedics already have good knowledge about COVID-19, but the use of e-learning has proven to be effective in increasing paramedic knowledge. Keywords: COVID - 19, e - learning, knowledge.
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Buckland, Daniel M., Remle P. Crowe, Rebecca E. Cash, Stephen Gondek, Patrick Maluso, Sarah Sirajuddin, E. Reed Smith, et al. "Ketamine in the Prehospital Environment: A National Survey of Paramedics in the United States." Prehospital and Disaster Medicine 33, no. 1 (December 21, 2017): 23–28. http://dx.doi.org/10.1017/s1049023x17007142.
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AbstractBackgroundUse of ketamine in the prehospital setting may be advantageous due to its potent analgesic and sedative properties and favorable risk profile. Use in the military setting has demonstrated both efficacy and safety for pain relief. The purpose of this study was to assess ketamine training, use, and perceptions in the civilian setting among nationally certified paramedics (NRPs) in the United States.MethodsA cross-sectional survey of NRPs was performed. The electronic questionnaire assessed paramedic training, authorization, use, and perceptions of ketamine. Included in the analysis were completed surveys of paramedics who held one or more state paramedic credentials, indicated “patient care provider” as their primary role, and worked in non-military settings. Descriptive statistics were calculated.ResultsA total of 14,739 responses were obtained (response rate=23%), of which 10,737 (73%) met inclusion criteria and constituted the study cohort. Over one-half (53%) of paramedics reported learning about ketamine during their initial paramedic training. Meanwhile, 42% reported seeking ketamine-related education on their own. Of all respondents, only 33% (3,421/10,737) were authorized by protocol to use ketamine. Most commonly authorized uses included pain management (55%), rapid sequence intubation (RSI; 72%), and chemical restraint/sedation (72%). One-third of authorized providers (1,107/3,350) had never administered ketamine, with another 32% (1,070/3,350) having administered ketamine less than five times in their career. Ketamine was perceived to be safe and effective as the vast majority reported that they were comfortable with the use of ketamine (94%) and would, in similar situations (95%), use it again.ConclusionThis was the first large, national survey to assess ketamine training, use, and perceptions among paramedics in the civilian prehospital setting. While training related to ketamine use was commonly reported among paramedics, few were authorized to administer the drug by their agency’s protocols. Of those authorized to use ketamine, most paramedics had limited experience administering the drug. Future research is needed to determine why the prevalence of ketamine use is low and to assess the safety and efficacy of ketamine use in the prehospital setting.BucklandDM, CroweRP, CashRE, GondekS, MalusoP, SirajuddinS, SmithER, DangerfieldP, ShapiroG, WankaC, PanchalAR, SaraniB. Ketamine in the prehospital environment: a national survey of paramedics in the United States. Prehosp Disaster Med. 2018;33(1):23–28.
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Davis, M., L. Leggatt, K. Van Aarsen, and S. Romano. "MP04: Analysis of a needs-based assessment of paramedic continuing education." CJEM 20, S1 (May 2018): S41. http://dx.doi.org/10.1017/cem.2018.158.
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Introduction: To determine trends in identified self-perceived knowledge deficits of paramedics, training barriers and desired methods of self-directed education. Methods: A written survey was delivered to all paramedics in an Ontario base-hospital. Respondents were asked to identify deficits from a 37-point, anatomic systems-based list. Preferred educational modalities to address knowledge deficits and factors taken into consideration when choosing self-directed education were captured. Top 5 perceived deficit topics, number of perceived deficits, top 5 factors associated with training modality chosen and factors taken into consideration for choosing training modalities, were compared against paramedic age, training (Advanced Care Paramedic; ACP, or Primary Care Paramedic; PCP) and primary location of practice (urban, rural, mixed setting). Results: Of 1262 paramedics, 746 (59.11%) completed the survey. PCPs had a higher report of deficit in both neonatal resuscitation and arrhythmia than ACPs (48.3% vs 58.8%, p=0.015; 40.3% vs 58.5%, p<0.001). Paramedics who listed rural as their primary practice location were more likely to report a deficit in pediatric respiratory disorder than those with a mixed urban/rural and primary urban practice (65.9% vs 46.3%, p=0.000; 65.9% vs 45.9%, p=0.001;) as well as a higher median number of listed deficits (9.00 vs 6.00 vs 6.00, p<0.001). ACPs were more likely to consider scheduling, location/ease of attending and cost as barriers than PCPs (85.4% vs 63.8%, p=0.000; 69.5% vs 51.4%, p=0.002; 69.5% vs 39.5%, p=0.000) while reporting an increased desire for webinar material than PCPs (56.1% vs 40.4%, p=0.007). There were no significant differences found by age. Conclusion: Targeted educational needs-based assessments can help ensure appropriate topics are delivered in a fashion that overcomes identified barriers to self-directed learning. From our analysis, increased awareness of ease of attending sessions and preferred modalities, such as webinars may be beneficial; especially for ACPs who require more annual continuing educational hours. Paramedics in rural locations may require increased continuing education, especially for rarely encountered, high risk situations, such as pediatric critical care. These findings can help direct future education in our system and others.
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Henderson, Tristan, Ruth Endacott, Jonathan Marsden, and Sarah Black. "Examining the type and frequency of incidents attended by UK paramedics." Journal of Paramedic Practice 11, no. 9 (September 2, 2019): 396–402. http://dx.doi.org/10.12968/jpar.2019.11.9.396.
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Various factors have widened the variety of incidents that UK paramedics, practising in a non-specialist role, may be required to attend. This study set out to identify the type and frequency of incidents attended by paramedics, as well as establishing whether geographical location and time of year bear any influence. The study involved a quantitative retrospective review of paramedic-completed patient clinical records, across two locations and the span of 1 year. Results demonstrated the infrequent exposure of paramedics to serious illness/trauma, as well as limited associations of significance in relation to location and time of year. The infrequent nature of certain incidents raises potential issues of skill decay for paramedics; closely aligned to this is their ongoing education, and how learning is best balanced between the infrequent, serious presentations, and those that are frequent but less serious.
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Pocock, Helen, Michelle Thomson, Sarah Taylor, Charles D. Deakin, and Ed England. "Optimising ambulance service contribution to clinical trials: a phenomenological exploration using focus groups." British Paramedic Journal 4, no. 3 (December 1, 2019): 55–56. http://dx.doi.org/10.29045/14784726.2019.12.4.3.55.
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Introduction: Out-of-hospital cardiac arrest trials can prove challenging and there is a need to share learning from those that have recruited successfully. We have just completed three years of recruitment to PARAMEDIC2, a placebo-controlled trial of adrenaline in out-of-hospital cardiac arrest. This study was designed to describe the experience of operational ambulance staff involved in recruiting patients into PARAMEDIC2.Methods: Four focus groups involving trial paramedics and supporting members of the emergency care team were conducted across different geographical regions of a single UK ambulance service participating in the PARAMEDIC2 study. Data analysis was supported by NVivo 12 and themes were identified using a thematic analysis approach.Results: Forty-four participants contributed to the focus groups. Four overarching themes were identified: context for the research, ethical concerns, concerns at the patient’s side and ongoing trial support. Participants felt that research such as PARAMEDIC2 is important and necessary to drive medical progress. They valued the opportunity to be part of a large project. Due to the deferred consent model employed, public awareness of the trial was felt to be important. Most expressed equipoise regarding adrenaline, but some felt concerned about enrolling younger patients and there was discussion around what constitutes a successful outcome. Struggles with ethical concerns were overcome through training and one-to-one discussion with research paramedics. Participants valued feedback on their performance of trial tasks, but also wanted feedback on their resuscitation skills. Cardiac arrest places a high cognitive demand on paramedics; simplicity and reinforcement of trial processes were key to facilitating recruitment. Caring for relatives was a high priority for paramedics and some felt conflicted about not discussing the trial with them.Conclusion: This study has provided insights into paramedic experience of a large-scale pre-hospital trial. Investment in time and resource to provide face-to-face training and personalised feedback to paramedics can foster engagement and optimise performance.
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Pocock, Helen, Michelle Thomson, Sarah Taylor, Charles D. Deakin, and Ed England. "Optimising ambulance service contribution to clinical trials: a phenomenological exploration using focus groups." British Paramedic Journal 4, no. 3 (December 1, 2019): 8–15. http://dx.doi.org/10.29045/14784726.2019.12.4.3.8.
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Introduction: Out-of-hospital cardiac arrest trials can prove challenging and there is a need to share learning from those that have recruited successfully. We have just completed three years of recruitment to PARAMEDIC2, a placebo-controlled trial of adrenaline in out-of-hospital cardiac arrest. This study was designed to describe the experience of operational ambulance staff involved in recruiting patients into PARAMEDIC2.Methods: Four focus groups involving trial paramedics and supporting members of the emergency care team were conducted across different geographical regions of a single UK ambulance service participating in the PARAMEDIC2 study. Data analysis was supported by NVivo 12 and themes were identified using a thematic analysis approach.Results: Forty-four participants contributed to the focus groups. Four overarching themes were identified: context for the research, ethical concerns, concerns at the patient’s side and ongoing trial support. Participants felt that research such as PARAMEDIC2 is important and necessary to drive medical progress. They valued the opportunity to be part of a large project. Due to the deferred consent model employed, public awareness of the trial was felt to be important. Most expressed equipoise regarding adrenaline, but some felt concerned about enrolling younger patients and there was discussion around what constitutes a successful outcome. Struggles with ethical concerns were overcome through training and one-to-one discussion with research paramedics. Participants valued feedback on their performance of trial tasks, but also wanted feedback on their resuscitation skills. Cardiac arrest places a high cognitive demand on paramedics; simplicity and reinforcement of trial processes were key to facilitating recruitment. Caring for relatives was a high priority for paramedics and some felt conflicted about not discussing the trial with them.Conclusions: This study has provided insights into paramedic experience of a large-scale pre-hospital trial. Investment in time and resource to provide face-to-face training and personalised feedback to paramedics can foster engagement and optimise performance.
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Filstad, Cathrine. "Learning to be a competent paramedic: emotional management in emotional work." International Journal of Work Organisation and Emotion 3, no. 4 (2010): 368. http://dx.doi.org/10.1504/ijwoe.2010.035325.
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Delisle, Brenda, and Phillip Ebbs. "Student paramedic views of an international clinical and cultural learning experience." Journal of Paramedic Practice 10, no. 8 (August 2, 2018): 342–47. http://dx.doi.org/10.12968/jpar.2018.10.8.342.
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Fox, Michael, Christian Winship, Whitney Williams, Sinead Leaf, Leanne Boyd, Lisa McKenna, and Brett Williams. "Peer-assisted teaching and learning in paramedic education: a pilot study." International Paramedic Practice 5, no. 1 (April 2, 2015): 22–28. http://dx.doi.org/10.12968/ippr.2015.5.1.22.
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Wheeler, Bethany, and Enrico Dippenaar. "The use of simulation as a teaching modality for paramedic education: a scoping review." British Paramedic Journal 5, no. 3 (December 1, 2020): 31–43. http://dx.doi.org/10.29045/14784726.2020.12.5.3.31.
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<sec id="s1">Background: Simulation is a broad concept used as an education pedagogy for a wide range of disciplines. The use of simulation to educate paramedics is a frequently used but untested modality to teach psycho-motor skills, acquire new knowledge and gain competence in practice. This review identifies how simulation is currently being used for the education of paramedics, and establish the context for future application. </sec> <sec id="s2">Methods: A scoping review of the literature was undertaken following the PRISMA systematic approach. Flexible inclusion criteria were used to capture research and non-research articles that would contribute to the synthesis of literature with a specific knowledge base pertaining to simulation use for paramedic education. </sec> <sec id="s3">Results: Initial searching yielded 1388 records, of which 22 remained after initial title and abstract reading. Following secondary full-text screening, 18 articles were deemed appropriate for final inclusion: eight are research, two literature reviews and eight non-research. Across all the literature, a range of concepts are discussed: Skill vs Scenario, Virtual Learning, Inter-Professional Learning, Fidelity, Cost, Equipment, Improvement of Competency, Patient Safety, Perception of Simulation. </sec> <sec id="s4">Conclusion: It is evident that simulation is a primary teaching modality, consistently used to educate and train paramedics. Simulation is inherently effective at teaching clinical skills and building student competence in particular areas. Similarly, simulation is effective at providing paramedics with experiences and opportunities to learn in varied environments using differing techniques. This allows students to apply the relevant skills and knowledge when faced with real patients. </sec>
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Mortimer, Craig, and Ann Ooms. "Students' experience and perceived value of a clinical simulation centre." Journal of Paramedic Practice 14, no. 6 (June 2, 2022): 250–58. http://dx.doi.org/10.12968/jpar.2022.14.6.250.
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Background: The emergence of new technology and innovation has seen dedicated simulation centres being designed and built to assist with the development of a range of professionals within the ever-changing healthcare setting. Focusing on the university environment, this study examined the extent to which paramedic students perceive these simulation centres as efficient and effective learning spaces. Methods: Using evaluation research, data were collected from 33 students studying paramedic science at a London university. An online questionnaire was used to measure student engagement, perceived value, impact and sustainability of a simulation centre. Findings: Participants primarily perceived the simulation centre as having high value and a good impact on their learning and development, although some concerns were raised regarding its utilisation and general usability. Conclusion: While large-scale simulation centres seem beneficial to learning, they need to be fully integrated into the curriculum to maximise their impact on preparing students for their forthcoming role.
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Lochmannová, Alena, Michal Šimon, Petr Hořejší, Marek Bárdy, Stanislava Reichertová, and Klára Gillernová. "The Use of Virtual Reality in Training Paramedics for a Mass Casualty Incident." Applied Sciences 12, no. 22 (November 18, 2022): 11740. http://dx.doi.org/10.3390/app122211740.
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This paper presents the design of a virtual reality learning module inspired by the exercises of healthcare professionals and its limitations as a result of action research carried out by the authors’ collective. The module is implemented on a car crash scenario as a emergency event. Virtual reality training is presented here as an important supplement to traditional paramedic training with the potential to reduce costs and make paramedic training more effective as part of their refresher training for their job roles. Real-time training and its limitations are described, especially regarding patient triage, this aspect being considered as one of the key aspects in the context of virtual reality. Furthermore, the results of a questionnaire survey among the mannequins and interviews with the trainees are presented, while the virtual reality environment of the module was designed to be intuitive for each student with the possibility of self-service without major demands on the logistical organization of the staff for the updating training. The authors relied on an expert group of multi-disciplinary experts for development. The outcome of the action research and the data collected by it is a fully prepared module for teaching selected skills in reflection of the situational context of a traffic accident with mass casualties. In the context of the presented module, measurements are being prepared to compare selected variables between real training and virtual reality training with the same scenario on student paramedics and professional paramedics.
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Maloney, Lauren M., Robert Trevor Marshall, Paul A. Werfel, and Scott E. Johnson. "Using a Journal Club Series to Introduce Paramedic Students to Research Fundamentals and Critical Appraisal of Medical Literature." Prehospital and Disaster Medicine 34, no. 04 (July 19, 2019): 449–53. http://dx.doi.org/10.1017/s1049023x19004618.
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AbstractIntroduction:Despite United States national learning objectives referencing research fundamentals and the critical appraisal of medical literature, many paramedic programs are not meeting these objectives with substantive content.Problem:The objective was to develop and implement a journal club educational module for paramedic training programs, which is all-inclusive and could be distributed to Emergency Medical Services (EMS) educators and EMS medical directors to use as a framework to adapt to their program.Methods:Four two-hour long journal club sessions were designed. First, the educator provided students with four types of articles on a student-chosen topic and discussed differences in methodology and structures. Next, after a lecture about peer-review, students used search engines to verify references of a trade magazine article. Third, the educator gave a statistics lecture and critiqued the results section of several articles found by students on a topic. Finally, students found an article on a topic of personal interest and presented it to their classmates, as if telling their paramedic partner about it at work. Before and after the series, students from two cohorts (2017, 2018) completed a survey with questions about demographics and perceptions of research. Students from one cohort (2017) received a follow-up survey one year later.Results:For the 2016 cohort, 13 students participated and provided qualitative feedback. For the 2017 and 2018 cohorts, 33 students participated. After the series, there was an increased self-reported ability to find, evaluate, and apply medical research articles, as well as overall positive trending opinions of participating in and the importance of prehospital research. This ability was demonstrated by every student during the final journal club session. McNemar’s and Related-Samples Cochran’s Q testing of questionnaire responses suggested a statistically significant improvement in student approval of exceptions from informed consent.Conclusion:The framework for this paramedic journal club series could be adapted by EMS educators and medical directors to enable paramedics to search for, critically appraise, and discuss the findings of medical literature.
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Devergie, Julien, Andrew O'Regan, and Peter Hayes. "Beyond STEMI: paramedics' views on how to improve their ability to interpret ECGs." Journal of Paramedic Practice 13, no. 12 (December 2, 2021): 514–22. http://dx.doi.org/10.12968/jpar.2021.13.12.514.
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Background: Internationally, the paramedic scope of practice is developing. Bypassing emergency departments in favour of direct access to primary percutaneous coronary intervention laboratories has been limited largely to cases of ST-elevation myocardial infarction and new-onset left bundle branch block, but updates to international guidelines suggest that enhancing paramedics' skills in interpreting electrocardiograms (ECGs) and widening the bypass criteria could be beneficial. Aim: The aim of the study is to explore paramedics' views on ways to improve their ECG interpretation abilities. Method: A two-arm design was used with an online questionnaire (quantitative) and one-to-one interviews (qualitative). The questionnaire results were used to inform the interview guide. Findings: One hundred and eighteen paramedics completed the survey, and 11 took part in interviews. The major themes identified from the template analysis of the interviews were ‘a profession in transition’, ‘lagging professional development’ and ‘supporting the frontline’. Self-directed learning resources before, during and after action were proposed. Conclusion: Paramedicine is evolving in Ireland and practitioners have reported undertaking self-directed learning activities. The resulting heterogeneity in skills such as ECG interpretation, and perceived barriers to education, can cause feelings of vulnerability within the profession. Supporting the frontline by introducing some Group-Orchestrated Self-Directed Learning resources could empower practitioners and contribute to the evolution of prehospital care in Ireland.
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Williams, Brett, Malcolm Boyle, Andrew Molloy, Richard Brightwell, Graham Munro, Melinda Service, and Ted Brown. "Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs." Research in Learning Technology 19, no. 2 (July 2011): 89–100. http://dx.doi.org/10.1080/21567069.2011.586679.
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Williams, Brett, and Margaret Bearman. "Can wikis be used to support case-based learning in paramedic education?" Journal of Paramedic Practice 3, no. 7 (July 2011): 388–92. http://dx.doi.org/10.12968/jpar.2011.3.7.388.
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Phillips, Peter. "Teaching to encourage deep learning in paramedic science students: a case study." Journal of Paramedic Practice 7, no. 11 (November 2, 2015): 560–67. http://dx.doi.org/10.12968/jpar.2015.7.11.560.
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Carter, A., M. Arab, M. Harrison, J. Goldstein, J. Jensen, M. Lecours, K. Houde, and K. Downer. "P020: Paramedic comfort with providing palliative support: pre-implementation survey." CJEM 18, S1 (May 2016): S84—S85. http://dx.doi.org/10.1017/cem.2016.196.
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Introduction: Paramedics are sometimes called for crisis management and relief of symptoms or for patients receiving palliative care. To address the mismatch between the system protocols and resources, and patient’s goals of care, a new protocol, new medications, and an 8-hour training program Learning Essentials Approach to Palliative Care (LEAP) were implemented in our provincial EMS system. Methods: Prior to attending their training session paramedics received an invitation to complete an online survey regarding their comfort, confidence, and attitudes toward delivering palliative care. Comfort and confidence questions were scored on a 4-point Likert scale, while attitudes toward specific aspects of care were scored on a 7-point Likert scale. Descriptive statistics were calculated. Identifiers will permit linkage of these responses to a repeat survey post-implementation. Results: 188 (58%) paramedics completed the survey of the 325 who opened the link. 134 (68%) were male with a mean age of 38.5 years. 95 (50%) were primary care paramedics. The average experience as a paramedic was 12.7 years, with an estimated mean number of palliative calls per year of 9.6 each. On a 4 point scale, most (156, 83%) were comfortable with providing care to someone with palliative goals, and 130 (69.1%) were comfortable providing care without transport. Only 82 (43.6%) were confident they had the tools to deliver this care, and 76 (40.4%) were confident they could do so without transport to hospital. On a 7 point scale, paramedics disagreed with the statement “caring for dying persons is not a worthwhile experience for me”, median 7 (IQR 5-7). Paramedics also disagreed with the statement “Dying persons make me feel uneasy”, median 5 (IQR 4-6). Conclusion: Prior to the implementation of the new protocol, medications, and training, most paramedics were comfortable with the concept of providing care with palliative goals and felt that caring for dying persons is a worthwhile experience, but they were not confident that they have the tools and resources to do so. This suggests paramedics would be open to system improvements to meet an unmet healthcare need for crisis management of patients with palliative goals of care.
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Johnston, Sasha, Gary Strong, and Steve Knowles. "PP41 Simulated ambulance shifts using virtual reality: a service evaluation." Emergency Medicine Journal 39, no. 9 (August 23, 2022): e5.36. http://dx.doi.org/10.1136/emermed-2022-999.41.
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BackgroundOne of the consequences of delivering the frontline response during the COVID-19 pandemic has been the reduced capacity of UK Ambulance organisations to provide practical placement opportunities for undergraduate paramedic students. In lieu of traditional ambulance shifts, Virtual Reality (VR) can be used to simulate experiences without the student going through the real event. This service evaluation explores student feedback to understand whether VR technology could bridge the gap.MethodsFramed by the Plan, Do, Study, Act [PDSA] improvement cycle a series of VR simulated scenarios, related to mapped learning outcomes, supplemented practical ambulance placements for undergraduate paramedic students in south west England during the COVID-19 pandemic. Following simulated sessions, participating students were asked to voluntarily complete feedback questionnaires. Using Likert-scale questions, students were asked to rate the quality of tutors and the session content. Collated comments were entered into an Excel spreadsheet and content analysis was used to code and categorise responses based upon frequency.ResultsResults are based on eighty-eight nodes systematically generated from free-text feedback comments provided by fifty-three students who undertook a simulated practice placement utilising VR during April and May 2021. Nodes were reduced to fourteen categories and then condensed into nine themes relating to three domains of learning; affective, psychomotor and cognitive. An overarching theme of ‘enthusiasm for VR learning’ was identified.ConclusionsOverall, the utilisation of VR during simulated scenarios for undergraduate paramedic students appears to be a useful and acceptable adjunct to traditional ambulance shifts. The VR approach appears to be particularly useful for supporting the affective domain of learning with several students reporting increased self-confidence, positive interactions with course facilitators and the opportunity to put classroom knowledge into practice. We recommend that future use of VR should pay particular attention to the quality of simulations and the equipment used.
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Duncan, Philipa. "The boost I needed…" Journal of Paramedic Practice 13, no. 6 (June 2, 2021): 261. http://dx.doi.org/10.12968/jpar.2021.13.6.261.
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As one of Edge Hill University's first students in the nurse paramedic programme, Philipa Duncan reflects on her first months learning during the pandemic, and her experience of her first placement on a hospital ward, which turned out to be exactly what she needed
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Houston, Don, and James N. Thompson. "Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'." Journal of University Teaching and Learning Practice 14, no. 3 (July 1, 2017): 5–18. http://dx.doi.org/10.53761/1.14.3.2.
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Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning - have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student’s needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: ‘readiness to practice’. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative-summative dichotomy disappeared: all assessment became part of communication about learning.
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Ross, Linda, and Jessica Bertucci. "Pathway to Paramedicine Program Perspectives – Part 1 Paramedic Students." Australasian Journal of Paramedicine 11, no. 6 (November 4, 2014). http://dx.doi.org/10.33151/ajp.11.6.130.
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IntroductionParamedic practice has evolved significantly with a greater emphasis now being placed on paramedics to perform educator type roles to junior paramedics, patients and the wider community. Paramedic training and education should therefore include preparing students for this important role. The Pathway to Paramedicine Program used a peer assisted learning (PAL) model to expose paramedic students to the educator/mentor role. The aim of this study was to evaluate the student paramedic’s perspectives of the Pathway to Paramedicine Program.MethodsFourteen paramedic students enrolled in either Monash University’s Bachelor of Emergency Health (Paramedic) degree or the Bachelor of Nursing/Emergency Health (Paramedic) degree were the subjects of this pilot study. The paramedic students acted as mentors/educators to secondary school students, teaching them theory and practical skills common to paramedic practice during weekly tutorials. The Pathway to Paramedicine Evaluation (PPE) survey was used to determine the participant’s perspectives at the completion of the program.ResultsAll 12 Likert scale questions on the PPE achieve a median score of 4 or higher with four items achieving a maximum median of 5 (strongly agree). A thematic analysis of the free text questions found that the participants enjoyed teaching and this helped to reinforce their own knowledge and skills.ConclusionsThis pilot study showed that the paramedic student’s had an overwhelmingly positive perspective of The Pathway to Paramedic Program and would happily recommend it to others.
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Sendall, Marguerite Claire, Athena Ng, and Laura McCosker. "Undergraduate paramedic students’ experience of paramedic tutors teaching public health." Australasian Journal of Paramedicine 18 (February 4, 2021). http://dx.doi.org/10.33151/ajp.18.765.
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Introduction Previous studies have shown teaching public health in medical courses improves students’ analytical, problem-solving and communication skills. However, little research to date has shown if public health teaching is helpful to paramedic students. The aim of this study was to examine if having paramedic tutors teach public health had a positive effect on students’ learning and interest in public health. Methods 184 second-year paramedic students at an Australian university completed a printed survey and provided feedback about their learning experience. Students answered multiple choice and open-ended questions about whether their understanding of a public health subject was improved by having a paramedic tutor, and if having different tutors each week affected students’ learning. Results Most students reported their understanding of public health improved when the subject was taught by a paramedic tutor and when paramedic scenario examples were included in teaching. Nearly half felt having different tutors each week made learning difficult. The following themes emerged from student narratives: the relevance of public health to their career; an improved understanding of public health; a realisation about the importance of public health; difficulties presented by an inconsistent teaching style; and poor follow-up and conflicting advice. Conclusion Teaching public health from a paramedic perspective enabled students to understand the relevance of paramedic practice and the role paramedics play in the public health system. Having the same paramedic tutor teaching each week helped students understand the relationship between public health and paramedic practice.
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Parent, Alex, Ryan Smith, Ruth Townsend, and Tania Johnston. "Mental health education in Australian paramedic curriculum – A scoping review." Australasian Journal of Paramedicine 17 (August 21, 2020). http://dx.doi.org/10.33151/ajp.17.791.
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IntroductionMental health represents a growing concern for health services in Australia. Paramedics are increasingly becoming the first point-of-contact for patients experiencing an acute mental health episode. Despite this increasing prevalence of cases there is an established body of literature outlining that paramedics feel inadequately trained to manage these patients. AimThis research aimed to identify how the management of acutely unwell mental health patients is included in paramedic curricula in Australia. MethodsA scoping review methodology was used in association with a thematic analysis of university learning outcomes related to mental health education for Bachelor of Paramedic programs in Australia. It was identified that there are considerable discrepancies between university learning outcomes for mental health education of paramedics. DiscussionMental health management of patients is not integrated throughout curricula, with most students only being exposed to mental health education once in their degree usually as a theoretical subject with no specific mental health practice placement. Further, the existence of discrepancies regarding mental health management education between paramedic courses creates an unequal minimum standard of education among graduating paramedic students. ConclusionGiven the prevalence of mental health cases and the special powers that paramedics have to manage these cases, as well as the fact that mental health does not discriminate between jurisdictions (ie. patients present and should be managed similarly in all states and territories), the authors argue that special consideration by the profession should be given to mandating a consistency in mental health management education across all paramedic Bachelor degree programs.