Добірка наукової літератури з теми "Paramedicine student"

Near-peer teaching (NPT) has been identified as a contemporary and valued pedagogical approach in higher education health programs, and it has recently gained momentum in paramedicine education. The objective of this study was to investigate the perceived experience of student paramedics involved in a near-peer teaching program over two academic trimesters. A cross-sectional study design was utilised in the form of an online questionnaire. The questionnaire contained a variety of questions that related to the experience of student paramedics involved in paramedicine near-peer programs. Of the 65 students enrolled, 34 completed the questionnaire (52.3% response rate). The results indicated that NPT was overwhelmingly considered a valuable and positive pedagogical method for use in paramedicine education.

After first training as an actor and being strongly influenced by the images of paramedicine depicted on television, 2nd year student paramedic, Jolyon Price, shares his preconceptions about paramedicine and the reality he is now discovering

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.

IntroductionA reported advantage of simulation-based learning environments (SLE) over clinical placements (CPs) is that the former can provide a greater number and breadth of opportunities to practice level-appropriate clinical skills compared with the random patient presentations provided during the latter. Although logical and widely accepted as fact, we find no published evidence to demonstrate the magnitude, nor indeed veracity, of this assumption. We therefore sought to quantify the clinical skills practiced by entry-level paramedicine students attending a well-selected CP compared with an equal dosage of SLE.MethodsN=37 first-year paramedicine students completed activity diaries during 3 days of CP and 3 days of SLE. Opportunities to practice clinical skills were quantified and coded as either: level-appropriate, beyond-level or of non-discipline relevance.ResultsDuring SLE, the average student was exposed 226 times to 11 level-appropriate clinical procedures. During CP the average student was exposed 48 times to 24 clinical procedures, the majority relevant to paramedicine (63%), but a minority level-appropriate (38%). Students’ opportunities for supervised, ‘hands on’ practice represented only 10% of exposures in either SLE or CP but in terms of raw numbers of level-appropriate opportunities, SLE provided more than CP (n=23 vs 2).DiscussionOur results confirm that SLE provides substantially more opportunities than CP for students to practice level-appropriate skills and is therefore more appropriate for repetitive practice. However, CP is likely to remain useful to students for practicing interpersonal skills and contextualisation of knowledge within the broader health system. Educators should therefore carefully articulate learning objectives before choosing between SLE and CP.

This paper explores the development of virtual reality (VR) use in education and the emergence of mobile VR based content creation and sharing as a platform for enabling learner-generated content and learner-generated contexts. The author argues that an ecology of resources that maps the user content creation and sharing affordances of mobile devices, social media, mobile head mounted displays and mobile VR cameras, provides an opportunity to design authentic VR learning experiences. The design of these VR learning experiences are informed by networked student-centred pedagogies. Based upon this background the paper provides a conceptual framework for implementing student-generated mobile VR embedded within a design based research methodology across three discipline contexts: paramedicine, journalism, and new media production.

Background: To protect healthcare providers during the COVID-19 pandemic, substantial changes were made to clinical care guidelines across the United States. Alongside these changes, emergency medical services call volume decreased nationwide. These made it difficult for paramedic students to practise and master the practical skills necessary for skill competency and graduation. The aim of this study was to explore the changes in the number of opportunities available to paramedic students during the COVID-19 pandemic. Methods: A retrospective study of student records was carried out to explore airway procedure variables before and after the beginning of the COVID-19 pandemic. Results: Statistically significant differences in case exposure were found between the periods before and after the start of the COVID-19 pandemic. Case volume and opportunities to practise most airway procedures decreased post COVID-19. However, procedures associated with higher-acuity patients, such as intubation, increase in frequency. Conclusion: The pandemic gave rise to difficulties for paramedic educators in preparing students for qualification and the current study has highlighted such unique challenges. Consideration must be given to developing a more flexible, adaptable and scalable way to measure a student's competency in paramedicine in times of significant disruption.

Background: The field of paramedicine continues to advance in scope. Simulation training is frequently used to teach and evaluate students. Simulation examinations are often evaluated using a standardised global rating scale (GRS) that is reliable and valid. However, differential rater function over time (DRIFT) has not been evaluated when using the GRS during simulations. Aims: This study aimed to assess if DRIFT arises when applying the GRS. Methods: Data were collected at six simulation evaluations. Raters were randomly assigned to evaluate several students at the same station. Each station lasted 12 minutes and there was a total of 11 stations. A model to test DRIFT scores was created and was tested against both a leniency and perceptual model. Findings: Of the models explored, one that included students, the rater, and the dimensions had the greatest evidence (−3151 Bayes factors). This model was then tested against leniency (K=−9.1 dHart) and perceptual models (K=−7.1 dHart). This suggests a substantial finding against DRIFT; however, the tested models used a wide parameter so the possibility of a minor effect is not fully excluded. Conclusion: DRIFT was not found; however, further studies with multiple centres and longer evaluations should be conducted.

Experiential learning (EL), whereby students are able to integrate theory with practice, is an essential component of learning for health professionals. Traditionally, EL in the health education context has been achieved through clinical placements (CPs) that see students ‘apprentice’ in real clinical settings. The literature suggests there are a number of factors that diminish a student’s ability to learn in such environments, including limited opportunities to practice, being confined primarily to observation roles as opposed to participate in tasks, being exposed to skills/procedures outside their level of learning/understanding, and institutional learning objectives being secondary to workplace goals. Simulation-based learning environments (SLEs) have been espoused as an effective alternative to traditional CPs, as they provide EL opportunities void of patient risk, and can be targeted to suit the needs of both teacher and learner. While many advocate that SLEs are the logical teaching modality for preparing students to practice in real clinical environments, the fast adoption of SLEs in health education has far exceeded evidence of its effectiveness in comparison to learning occurring via CPs. Research investigating SLEs to date has, for the most part, relied upon subjective measures of student satisfaction, confidence and competence and has utilised single-group analyses providing no yardstick for comparison. The present research sought to explore the value of SLEs for undergraduate health students in comparison to CPs, as well as investigate methods of improving the educational benefit of SLEs. This thesis is presented as a series of papers (i.e. PhD by publication) addressing the role of SLEs in health education. Study One investigates how social evaluation anxiety (SEA) impacts on performance amongst a sample of final-year nursing students. It was found that through increasing the number of professional actors in a simulation-based clinical scenario, social evaluation anxiety increased to an extent sufficient to detrimentally affect student performance. Thus, the study concluded that students would likely benefit from additional authentic exposures to EL opportunities earlier throughout their curriculum, so as to acclimatise them to real patient and person interaction. Studies Two and Three explore the differences and relationship between SLEs and CPs amongst first-year paramedicine students. The extent to which SLEs provide additional learning benefit in subsequent CPs was first established, followed by evidence suggesting this is most likely attributable to the increased opportunity for repetitive and targeted practice meant and why I did it. To my father, Rick Mills, unexpectedly losing you in December last year was unquestionably the most tragic time of my life, but the life lessons you embedded so strongly within me saw this thesis through to completion. I cannot thank you enough, and dedicate this accomplishment to you.

Although the recent annual growth rate in the US paramedic field has been 4%, Latino and African American men have been significantly underrepresented in the field compared to their proportion in the US population at large. This problem threatens both the quality and quantity of available emergency health care. The purpose of this study was to describe how men of color (MOC) in community college paramedical programs experienced their awareness, interest, and proactive choice of paramedicine as a course of study. Using a qualitative phenomenological approach and social cognitive career theory as a theoretical framework, I interviewed 23 MOC enrolled during one semester across three community college paramedical programs in the southwestern US: 9 Latino and 14 African American, aged 18-29 with mean age 22 years. The focus of the interviews was the participants' lived experiences at various career points, as well as the enablers and disablers they had encountered. I identified three primary themes for possible use in enhancing recruitment of MOC to the paramedic field: strategic use of new digital media, promotion of the vocation's quasi-familial characteristics, and augmentation of neighborhood-based outreach. Identified areas for further research included recruitment dynamics of female paramedics, MOC persistence issues, and MOC job satisfaction assessments.

Objective This systematic review aims to identify and explore the barriers to and facilitators of learning and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors. Introduction The educational landscape for paramedicine has evolved considerably since the introduction of the first paramedicine Bachelor’s degree. A need to identify the contemporary barriers to and facilitators of learning within the context of early career training in paramedicine education is needed. Inclusion criteria Participants were undergraduate paramedicine students, graduate/intern paramedics, newly qualified UK paramedics and their preceptors, within Australia, the UK and New Zealand. Published and unpublished English studies utilizing qualitative research designs were considered. Methods Five bibliographic databases (PubMed, CINAHL, ERIC, Embase and ProQuest dissertations and theses) were searched in 2018. Websites relevant to paramedic learning and a hand search of paramedicine journals (2019) were also undertaken. All studies identified from the search were examined against the inclusion criteria. Papers selected for inclusion were assessed by two independent reviewers for methodological quality prior to inclusion in the review. Qualitative research findings were extracted and pooled. Findings were assembled and categorized based on similarity in meaning. These categories were then subjected to a meta-synthesis in order to produce a single, comprehensive set of synthesized findings. Results Twenty-six studies were included in the review: eleven studies used semi-structured interviews, five used open-ended interviews and ten used focus groups, with a total sample size of 564 participants. Sixteen studies focussed on undergraduate paramedicine students, four involved paramedic preceptors, two focused on paramedic educators at paramedicine universities, and four included undergraduate paramedicine students and their preceptors. A total of 295 findings were extracted and grouped into twenty-eight categories. Categories were grouped into five synthesised findings as follows; • The role of mentoring/preceptorship • Opportunities to develop emotional intelligence and communication skills • The role of non-traditional placements/experiences • The role of non-traditional classroom teaching methods • Preparedness for practice Conclusions A variety of learning models exist with barriers and facilitators that impact on paramedicine students, graduate paramedics, and preceptors. The findings emphasize the importance of a preceptor to student learning; and the need to develop paramedicine students’ skills/capacity in dealing with the emotional side of paramedic practice. Paramedicine students and paramedic graduates were found to be underprepared to communicate effectively with patients, families and other professionals. Most of these barriers could be mitigated by the utilization of non-traditional placements/experiences and with the use of non-traditional teaching methods. The introduction of a paramedic facilitator model was shown to have considerable benefits, suggesting that the introduction of a national model, similar to that of other allied health models, may be beneficial. The findings indicate a need for more effective communication between the education sector and industry in relation to the challenges that currently exist in paramedicine education and what models appear to facilitate learning, development and preparedness for clinical practice.
Thesis (MPhil) -- University of Adelaide, Adelaide Medical School, 2020