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Whitfield, Steve. "Near-peer teaching in paramedicine education: A cross-sectional study of student experiences." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 3 (November 29, 2021): 85–93. http://dx.doi.org/10.11157/fohpe.v22i3.504.
Повний текст джерелаАнотація:
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.
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Price, Jolyon. "From Casualty to A&E: a pleasant surprise." Journal of Paramedic Practice 11, no. 10 (October 2, 2019): 452. http://dx.doi.org/10.12968/jpar.2019.11.10.452.
Повний текст джерелаАнотація:
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
3
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.
Повний текст джерелаАнотація:
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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Reinhartz, Victoria, Shelly Kearns, Matthew Haas, Shelby Landau, and Tayanna Richardson. "Impact of community paramedicine program on APPE student skillsets." Currents in Pharmacy Teaching and Learning 13, no. 6 (June 2021): 729–35. http://dx.doi.org/10.1016/j.cptl.2021.01.037.
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Mills, Brennen W., Owen B. J. Carter, Cobie J. Rudd, Jodie K. Mills, Nathan P. Ross, and Joanne D. Ruck. "Quantification of opportunities for early-stage paramedicine students to practice clinical skills during clinical placements compared with an equal dose of simulation-based workshops." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (May 13, 2015): 24–28. http://dx.doi.org/10.1136/bmjstel-2015-000040.
Повний текст джерелаАнотація:
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.
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Price, Jolyon. "The emergency blues…" Journal of Paramedic Practice 13, no. 7 (July 2, 2021): 305. http://dx.doi.org/10.12968/jpar.2021.13.7.305.
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Hickson, Helen, Peter O'Meara, and Chris Huggins. "Engaging in community conversation: A means to improving the paramedicine student clinical placement experience." Action Research 12, no. 4 (August 8, 2014): 410–25. http://dx.doi.org/10.1177/1476750314546572.
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Cochrane, Thomas. "Mobile VR in Education." International Journal of Mobile and Blended Learning 8, no. 4 (October 2016): 44–60. http://dx.doi.org/10.4018/ijmbl.2016100104.
Повний текст джерелаАнотація:
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.
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Barr, Nigel, Erin Donathan, and Ryan Ockey. "The effect of COVID-19 on student opportunities to acquire airway skills." Journal of Paramedic Practice 14, no. 10 (October 2, 2022): 419–24. http://dx.doi.org/10.12968/jpar.2022.14.10.419.
Повний текст джерелаАнотація:
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.
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Diebel, Sebastian, Eve Boissonneault, Luc Perreault, and René Lapierre. "Differential rater function over time (DRIFT) during student simulations." International Paramedic Practice 12, no. 2 (July 2, 2022): 39–43. http://dx.doi.org/10.12968/ippr.2022.12.2.39.
Повний текст джерелаАнотація:
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.
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Diebel, Sebastian, Eve Boissonneault, Luc Perreault, and René Lapierre. "Differential rater function over time (DRIFT) during student simulations." Journal of Paramedic Practice 14, no. 7 (July 2, 2022): 270–74. http://dx.doi.org/10.12968/jpar.2022.14.7.270.
Повний текст джерелаАнотація:
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.
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Colleen, Ryan, Delport Shannon, Channell Patricia, Heidke Penny, and Simes Tracey. "Nursing and paramedicine student and academic perceptions of the two phase debrief model: A thematic analysis." Nurse Education in Practice 51 (February 2021): 103001. http://dx.doi.org/10.1016/j.nepr.2021.103001.
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Faramarzi, Mahbobeh, and Soraya Khafri. "Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students." Scientific World Journal 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/5798372.
Повний текст джерелаАнотація:
Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B=-0.512, P<0.001). The prevalence of alexithymia was 21.8% in students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother’s education, father’s education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.
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Lucas, Peter, Michael Annear, Wayne Harris, Helen Eyles, and Auston Rotheram. "Health Care Student Perceptions of Societal Vulnerability to Disasters in the Context of Population Aging." Disaster Medicine and Public Health Preparedness 13, no. 03 (July 25, 2018): 449–55. http://dx.doi.org/10.1017/dmp.2018.65.
Повний текст джерелаАнотація:
ABSTRACTObjectiveThis paper reports on undergraduate health care students’ perception of societal vulnerability to disasters in the context of population aging. Forecast increases in extreme weather events are likely to have a particularly devastating effect on older members of the community.MethodsUndergraduate paramedicine and nursing students were surveyed using the Perceptions of Ageing and Disaster Vulnerability Scale (PADVS) to determine their views on the risks posed to older members of the community by disasters. Data analysis included a comparison of subscales relating to isolation, health system readiness, declining function, and community inclusiveness.ResultsStudents reported a moderate level of concern about disaster vulnerability. Students who had previously completed another university degree reported significantly higher levels of concern than those without a prior degree. Australian students reported lower concern about societal vulnerability compared to a previously reported cohort of Japanese students.ConclusionOur study suggests current education of future health care students does not promote adequate levels of awareness of the health-related challenges posed by disasters, particularly among older members of the community. Without addressing this gap in education, the risk of negative outcomes for both unprepared first responders and older members of the community is significant. (Disaster Med Public Health Prep. 2019;13:449-455)
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Browne, Cherylea J. "Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit." Health Education 119, no. 1 (January 7, 2019): 2–17. http://dx.doi.org/10.1108/he-04-2018-0020.
Повний текст джерелаАнотація:
Purpose Introductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit. Design/methodology/approach A total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student’s feedback using frequency analysis. Findings Students accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. Out of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of “engaged/highly engaged” students. Students from various courses shared very similar views of the perceived benefit of the eLearning activities. Practical implications These results indicated a difference in engagement levels between the students of various course sub-groups, and therefore suggests that the development of course-specific eLearning activities is necessary in large, streamlined units to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all students. Originality/value These results suggest that in the future, development of eLearning activities is necessary to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all.
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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.
Повний текст джерелаАнотація:
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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Williams, Brett, Bronwyn Beovich, Debbie Ling, and Amanda Abbass. "A psychometric study of the Compassionate Love Scale for Humanity Short version (CLS-H-SF) within a paramedicine student cohort." International Emergency Nursing 61 (March 2022): 101115. http://dx.doi.org/10.1016/j.ienj.2021.101115.
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Green, Elyce, Sarah Hyde, Rebecca Barry, Brent Smith, Claire Ellen Seaman, and Jayne Lawrence. "Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities." International Journal of Environmental Research and Public Health 19, no. 24 (December 16, 2022): 16933. http://dx.doi.org/10.3390/ijerph192416933.
Повний текст джерелаАнотація:
Background: Work-integrated learning (WIL) in rural communities provides students with important learning opportunities while also providing a service to those communities. To optimise the potential benefits of work-integrated learning for health students and rural communities it is important to explore the practices and outcomes of these experiences. Methods: This study used a qualitative research design underpinned by the theoretical framework of Theory of Practice Architectures to examine the way students learn during these placements. Purposive sampling was used to identify students for participation in the study. Seven students from the disciplines of paramedicine, physiotherapy, and speech pathology participated in semi-structured interviews. Data were analysed using inductive thematic analysis. Results: The learning described by the students was examined, followed by a critical interrogation of the data to assess how these learnings and associated practices were made possible given the site-specific practice architectures. The findings of the research are represented by three themes: learning affordances related to placement design, learning through relationships between people and professions, and learning through rural embeddedness. Conclusion: Being embedded in rural communities gave the students access to several arrangements that fostered learning, particularly through the sayings, relatings and doings that the students engaged with. This research demonstrates the transformative potential of rural WIL opportunities for learning and future rural practice.
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Bielski, Arkadiusz, Aleksandra Hus, Anna Sadowska, and Dariusz Kosson. "STUDY ON THE LEVEL OF KNOWLEDGE ABOUT MEDICAL MARIJUANA AMONG MEDICAL STUDENTS." Wiadomości Lekarskie 73, no. 4 (2020): 648–56. http://dx.doi.org/10.36740/wlek202004105.
Повний текст джерелаАнотація:
Introduction: Medical marijuana is used in many diseases. There are not many studies on society’s knowledge about use of medical cannabis. This study aimed to check the level of knowledge about aspects of medical cannabis among students of medical and medical emergency degree courses. Authors emphasize the need of knowledge about law regulations, composition, properties or contraindications of medical cannabis among students of medical universities, as they are fundamental resource of information for patients and any other person who is not included in medical world. Material and methods: An original questionnaire containing 29 questions was created. There were 311 randomly selected students from medicine (N=52), nursing (N=117), midwifery (N=66), paramedicine (N=54) and dietetics (N=22). Results of the study were evaluated with help of statistical test ANOVA and student t-test. The Bioethical Committee at the Medical University of Warsaw took note of the information about the study and issued a statement with reference number AKBE/35/2020. Results: The correctness of answers among students was on the average level of 24.06%. In the survey, the highest percentage of correct answers was characteristic for medical students, achieving about 35.0% effectiveness, then medical emergency students answered correctly in 26.9%, nursing – 23.7%, obstetrics – 21.5%, dietetics – 13.2%. Among all groups, the answer was “I don’t know”: medical students – 44.0% of all answers, emergency medical services – 53.2%, nursing – 56.2% obstetrics – 62.4%, dietetics – 73.9%. The value of correct answers was assessed as statically valid in the ANOVA test; at the significance level p = 0.05 (F-ratio: 11.32004; p = 0.0001). In the t-student test,it was proved that the ANOVA test result relates to the variance of responses between all study groups except dietetics. Conclusions: The level of knowledge of medical students is insufficient to inform patients about possibility of using medical marijuana in their diseases. The low level of knowledge is conditioned by little time at the university devoted to medical marijuana. Education of students about medical marijuana should be increased.
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Diebel, Sebastian, Eve Boissonneault, Luc Perreault, and René Lapierre. "PP17 Differential rater function over time (DRIFT) is not appreciated in paramedic raters using the global rating scale (GRS) during paramedic student simulations." Emergency Medicine Journal 39, no. 9 (August 23, 2022): e5.9. http://dx.doi.org/10.1136/emermed-2022-999.17.
Повний текст джерелаАнотація:
BackgroundThe 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 standardized global rating scale (GRS) that is reliable and valid. However, the effects of differential rater function over time (DRIFT) have not been evaluated on the GRS during simulations. This study aimed to assess if DRIFT exists during a GRS.MethodsData was collected at Collège Boréal, Sudbury, Ontario, Canada during the 6 simulation evaluations within the scholastic year. Raters were randomly assigned to evaluate several students at the same station. Each station lasted 12-minutes in length and there was a total of 11-stations. A model to test the scores of DRIFT was created and was tested against both a leniency and perceptual model to explain DRIFT.ResultsAmongst the explored alternatives, a model 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) suggesting a substantial finding against DRIFT, however, the tested models used a wide parameter, therefore, the possibility of a minor effect is not fully excluded.ConclusionDRIFT was not found; however, further studies with multiple centres and longer evaluations should be conducted.
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Sebach, Aaron M. "Community Paramedicine Clinical Experience for Family Nurse Practitioner Students." Journal of Nursing Education 61, no. 12 (December 2022): 724. http://dx.doi.org/10.3928/01484834-20221003-09.
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Aiello, Stephen, Claudio Aguayo, Norm Wilkinson, and Kevin Govender. "Developing culturally responsive practice using mixed reality (XR) simulation in Paramedicine Education." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 15–16. http://dx.doi.org/10.24135/pjtel.v3i1.89.
Повний текст джерелаАнотація:
The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk.
Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community.
This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR.
The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987).
Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to:
Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own.
Inform culturally-responsive teaching and learning in paramedicine education research and practice.
Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.
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Bereznicki, Bonnie J., Vanni Caruso, Judi A. Errey, Leigh Parker, Jonathon Sward, and Anne‐Marie M. Williams. "Interprofessional education for pre‐clinical medicine, paramedicine and pharmacy students." Medical Education 55, no. 5 (March 16, 2021): 643. http://dx.doi.org/10.1111/medu.14511.
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Brett Williams, Christine King, Brendan Shannon, and Cameron Gosling. "Impact of COVID-19 on paramedicine students: A mixed methods study." International Emergency Nursing 56 (May 2021): 100996. http://dx.doi.org/10.1016/j.ienj.2021.100996.
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Cochrane, Thomas, and Vickel Narayan. "A Model for Developing a SOTEL Research Cluster." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 11–12. http://dx.doi.org/10.24135/pjtel.v2i1.31.
Повний текст джерелаАнотація:
This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities.
The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations.
The SOTEL model includes the following main elements:
An online hub - The SOTEL Research Cluster https://sotel.nz/
An annual Symposium showcasing SOTEL in practice https://sotel.nz
The Pacific Journal of Educational Technology (PJTEL)
The CMALT cMOOC and the MOSOMELT cMOOC
A weekly webinar series
Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group
A series of TEL workshops and showcases
The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains.
References
Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects
Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia.
Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands.
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130
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Aguayo, Claudio, Thomas Cochrane, Stephen Aiello, and Norm Wilkinson. "Enhancing Immersiveness in Paramedicine Education XR Simulation Design." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 39–40. http://dx.doi.org/10.24135/pjtel.v3i1.103.
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The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020).
Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes.
Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education.
Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and transferability to other health and medical contexts are also discussed.
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Jeddi, Fatemeh R., Faeze Ghaffary, and Razieh Farrahi. "The Relationship between Communication Skills and Intellectual Health in Senior-Year Students of Paramedicine School at Kashan University of Medical Sciences 2019." Open Public Health Journal 13, no. 1 (September 17, 2020): 484–88. http://dx.doi.org/10.2174/1874944502013010484.
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Introduction and Objective: Communication skills are the ability to communicate effectively and efficiently with others, which plays a role in people's intellectual and psychological health; therefore, this study was conducted to investigate the relationship between communication skills and intellectual health in senior students of Paramedicine School at Kashan University of Medical Sciences. Methods: The present study is descriptive-analytical, which was performed cross-sectionally in 2019 on 95 senior students of the Paramedicine School of Kashan University of Medical Sciences. The census method was used in this study due to the limitations of the statistical population. The data collection tool consisted of three parts: Participants' demographic profile, Barton's standard communication skills questionnaire (1990), and intellectual health questionnaire based on the intellectual health scale of entrepreneurs' personality traits assessment questionnaire. The questionnaire was presented to the students in person. After collecting data, it was entered into SPSS 22 software and analyzed with descriptive indices (mean and standard deviation) and analytical statistics (Pearson's correlation and t-test). Results: The total mean score of the communication skills in students was 59.61±5.82. There was a direct and significant relationship between verbal and listening skills (r = 0.32, p = 0.003), verbal and feedback skills (r = 0.43, p = 0.001), listening and feedback skills (r = 0.41, p = 0.001). The mean mental health of the participants in the study was 33.45±5.02 There was a positive correlation between communication skills and intellectual health in students (r = 0.2, p = .07). Conclusion: Communication skills affect intellectual health. Therefore, it is recommended that educational workshops on communication skills and how to communicate be held for students at the beginning and during the study, and that psychological counseling centers be set up or become more active in the university.
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Wood, Brendan. "Responding to emergencies: There’s an app for that." Pacific Journal of Technology Enhanced Learning 2, no. 1 (January 13, 2020): 38. http://dx.doi.org/10.24135/pjtel.v2i1.60.
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Our cellphones have become more than just a communication tool. This presentation will explore the use of cellphone applications in the emergency response and prehospital care within New Zealand. Three distinct groups of applications are identified. The first are apps used by community first responders, the second group, are apps used by paramedics in the prehospital environment, and finally apps which we can all use in disaster preparation and response. These apps also support the education of paramedicine students when they are undertaking simulations and planning exercises.
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O'Meara, Peter, Brett Williams, and Helen Hickson. "Paramedic instructor perspectives on the quality of clinical and field placements for university educated paramedicine students." Nurse Education Today 35, no. 11 (November 2015): 1080–84. http://dx.doi.org/10.1016/j.nedt.2015.06.002.
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Barr, Nigel, Matthew Lane, and Bill Lord. "Use of a nominal group technique to evaluate a remote area simulation event for paramedicine students." International Paramedic Practice 6, no. 1 (March 2, 2016): 13–18. http://dx.doi.org/10.12968/ippr.2016.6.1.13.
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Crawford, John. "The use of electronic information services by students at Glasgow Caledonian University: background to the project and introductory focus groups." Library and Information Research 27, no. 86 (August 13, 2009): 30–36. http://dx.doi.org/10.29173/lirg147.
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This paper reports on the first stage of a study on the usage of electronic information services (EIS) by staff and students at Glasgow Caledonian University (GCU) and Leeds Metropolitan University (LMU). The study used by qualitative and quantitative methodologies. The questionnaires used at GCU were modeled on those developed at LMU. The project aimed to monitor off-campus usage of EIS, the use of passworded databases, and the freely available internet. The volume of electronic citations in students' course work and the possibility of developing routine performance indicators were also examined. Focus Groups were conducted with both staff and students between November 2001 and March 2002. These suggested, inter alia, that paramedics are the heaviest users of EIS and that paramedicine is the subject area where EIS are most integrated into the curriculum. Attitudes to the internet are extremely varied. Mode of attendance and workplace usage are important factors.
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Mills, Brennen W., Owen B. J. Carter, Cobie J. Rudd, Louise A. Claxton, Nathan P. Ross, and Natalie A. Strobel. "Effects of Low- Versus High-Fidelity Simulations on the Cognitive Burden and Performance of Entry-Level Paramedicine Students." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 11, no. 1 (February 2016): 10–18. http://dx.doi.org/10.1097/sih.0000000000000119.
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Mills, Brennen, Peggy Dykstra, Sara Hansen, Alecka Miles, Tim Rankin, Luke Hopper, Luke Brook, and Danielle Bartlett. "Virtual Reality Triage Training Can Provide Comparable Simulation Efficacy for Paramedicine Students Compared to Live Simulation-Based Scenarios." Prehospital Emergency Care 24, no. 4 (November 6, 2019): 525–36. http://dx.doi.org/10.1080/10903127.2019.1676345.
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Hanna, Hilding, Zoe Jordan, and Micah D. J. Peters. "Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors." JBI Database of Systematic Reviews and Implementation Reports 16, no. 12 (December 2018): 2253–59. http://dx.doi.org/10.11124/jbisrir-2017-003618.
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Shin, So-Yeon. "Relationship between Hand Force and Chest Compression in Manikin Study." Fire Science and Engineering 34, no. 5 (October 31, 2020): 93–97. http://dx.doi.org/10.7731/kifse.5f67ca03.
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A C-shaped bend is prevalent in long, thin fingers when administering the two-finger compression technique in infant cardiac arrest, making vertical chest compressions difficult. This study was a mannequin experiment, which investigated the effect of grip and back muscle strengths on the outcome of infant chest compressions. Twenty 4th year paramedicine students who had completed 15 weeks of cardiopulmonary resuscitation (CPR) training were recruited as subjects in this study. The results demonstrated greater grip strength in men than in women. Additionally, grip strength, height, and sex were found to have significant correlations with the depth of chest compressions. The chest compression depth decreased over time, using the two-finger compression technique, while the rate of incomplete release increased. Grip strength was observed to affect the ability to maintain compression depth over time, demonstrating the need for a program to improve basic fitness.
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Rathner, Joseph A., and Christine Kettle. "The difference between a clinical technician and clinical practitioner is in the scope of practice: the need for a bioscience understanding in paramedicine." Advances in Physiology Education 43, no. 4 (December 1, 2019): 541–45. http://dx.doi.org/10.1152/advan.00113.2019.
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“Only teach me what I need to know!” This commonly heard refrain is often spoken by allied health students while studying preclinical sciences (physiology, anatomy, pharmacology). Here we use a clinical scenario undertaken by second-year Bachelor of Paramedic Practice students of acute coronary syndrome to demonstrate the difference in clinical decision making when using a clinical reasoning approach to treatment rather than relying exclusively on a practice guidelines approach. We hope to demonstrate that understanding basic bioscience concepts, such as the Frank-Starling mechanism and the anatomy and physiology of the autonomic nervous system, are key to providing good clinical care in response to ambiguous patient symptoms. Students who understand these concepts underlying their patient care guideline will make better clinical decisions and better provide quality of care than students who follow the guideline exclusively. We aim this as a practical demonstration of the value of detailed understanding of human bioscience in allied health education. As health care providers transition from “technician” to “practitioner,” the key distinguishing feature of the role is the ability to practice independently, using “best judgment” rather than clinical guidelines (alone). Evidence suggests that complex case management requires detailed bioscience understanding.
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Beovich, Bronwyn, and Brett Williams. "Perceptions of Australian paramedicine students on a novel multi-modal, skills-based intimate partner violence training: A qualitative, exploratory study." Nurse Education Today 106 (November 2021): 105069. http://dx.doi.org/10.1016/j.nedt.2021.105069.
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Mills, Brennen W., Alecka K. Miles, Tina Phan, Peggy M. C. Dykstra, Sara S. Hansen, Andrew S. Walsh, David N. Reid, and Claire Langdon. "Investigating the Extent Realistic Moulage Impacts on Immersion and Performance Among Undergraduate Paramedicine Students in a Simulation-based Trauma Scenario." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13, no. 5 (October 2018): 331–40. http://dx.doi.org/10.1097/sih.0000000000000318.
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O'Meara, Peter, Graham Munro, Brett Williams, Simon Cooper, Fiona Bogossian, Linda Ross, Louise Sparkes, Mark Browning, and Mariah McClounan. "Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: A proof of concept paper." International Emergency Nursing 23, no. 2 (April 2015): 94–99. http://dx.doi.org/10.1016/j.ienj.2014.11.001.
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Bamshad, Chia, Alia Saberi, Ebrahim Nasiri, Sajjad Rezaei, Amirmahmoud Hashemi Tabalvandani, Zahra Golipour Soleimani, Mehryar Habibi Roudkenar, Farnaz Salahizadeh, and Amaneh Mohammadi Roushandeh. "Time to Revise the Medical Students’ Educational Curriculum: Focus on New Therapeutic Strategies as Regenerative Medicine in Neurological Disorders." Iranian Journal of Neurosurgery 8, Continuous publishing (October 30, 2022): E14. http://dx.doi.org/10.32598/irjns.8.14.
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Background and Aim: Healthcare students highly affect the general public regarding transferring knowledge about novel therapeutic approaches. Therefore, assessing and updating their knowledge about the application of new strategies in the treatment of different diseases is very important. The present study was designed to evaluate the level of the students’ knowledge about stem cells and their application in neurological disorders at the Guilan University of Medical Sciences (GUMS). Methods and Materials/Patients: In this cross-sectional study, a questionnaire was designed in three sections. Exclusion criteria were reluctance to participate in the project or answer to less than 20% of the questions. Inclusion criteria included studying at GUMS and willingness to participate in the project and answer the questionnaire. The questionnaire was distributed in all GUMS faculties, including medicine, paramedicine, nursing and midwifery, dentistry, health, and pharmacy. The data were analyzed by SPSS v. 16 through Pearson correlation coefficient, independent t-test, oneway analysis of variance (ANOVA), and Cronbach’s alpha. Results: According to the total awareness score, 51.2% of students showed very poor and 39.7% showed poor knowledge about stem cells and their application in neurological diseases. The knowledge score of the students in the medical faculty was higher than non-medical and was dependent on their educational year. In addition, medical students showed no significant difference in neither knowledge (F=1.406, P=0.221) nor attitude (F=0.603, P=0.697) scores. Fortunately, 72.2% of students had moderate and 20.6% had a strong attitude toward stem cell applications. A moderate correlation was observed between attitude toward stem cells and knowledge about the application of stem cells (r=0.325, P=0.000). Conclusion: GUMS students’ knowledge level was poor toward stem cells and their application in neurological diseases. It is suggested to include some courses about stem cells in the educational curriculum. However, the student’s attitude toward the use of stem cells was encouraging.
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Garavand, Ali, Mahnaz Samadbeik, Hamed Nadri, Bahlol Rahimi, and Heshmatollah Asadi. "Effective Factors in Adoption of Mobile Health Applications between Medical Sciences Students Using the UTAUT Model." Methods of Information in Medicine 58, no. 04/05 (November 2019): 131–39. http://dx.doi.org/10.1055/s-0040-1701607.
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Abstract Background Students with complex health care services process face constant challenges with regard to health education. The mobile devices are an important tool that can install various applications for using information such as clinical guidelines, drug resources, clinical calculations, and the latest scientific evidence without any time and place limitations. And this happens only when students accept and use it. Objective The purpose of this article is to identify the factors influencing students in their intention to use mobile health (mHealth) by using Unified Theory of Acceptance and Use of Technology (UTAUT) model. Methods A standard questionnaire was used to collect the data from nearly 302 Lorestan University of medical science students including nutrition and public health, paramedicine, nursing and midwifery, pharmacy, dentistry, and medical schools. The data were processed using LISREL (Scientific Software International, Inc., Lincolnwood, Illinois) and SPSS (IBM Corp., Armonk, New York) softwares and the statistical analysis technique was based on structural equation modeling (SEM). Result A total of 300 questionnaires including valid responses were used in this study. The results showed that mediator of age did not affect the predictors of intention to use mHealth, and the level of education and gender directly affected the intention to use. In addition, effort expectancy, facilitating condition, and behavioral intention directly and indirectly have effect on use, whereas the result revealed no significant relationship between two important processes of performance expectancy and social influence with students' behavioral intention to use the mHealth. Conclusions The present study provides valuable information on mobile health acceptance factors for widespread use of this device among students of universities of medical sciences as a base infrastructure for a variety of information about health services and learning. Review and comparison of results with other studies showed that mHealth acceptance factors were different from other end users (elderly, patients, and health professionals).
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Galka, Sarah, Jessica Berrell, Rami Fezai, Louis Shabella, Paul Simpson, and Liz Thyer. "Accuracy of student paramedics when measuring adult respiratory rate: a pilot study." Australasian Journal of Paramedicine 16 (April 17, 2019). http://dx.doi.org/10.33151/ajp.16.566.
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IntroductionAbnormal respiration rate (RR) is commonly undervalued in the out-of-hospital environment despite its use as a predictive marker for physiological decline. The need for paramedicine students to manually measure RR is therefore important. The aims of the study were: 1) to determine the accuracy of manually measured RR when performed by second-year paramedicine students on healthy volunteers in a simulated environment; and 2) to provide data to inform design of a larger study.MethodsThis pilot study utilised a prospective double-blinded observational design, in which neither the participants nor the healthy volunteers knew the specific aim of the study. Paramedicine students manually recorded RR along with a range of vital signs including non-invasive manual blood pressure, heart rate, oxygen saturation, temperature and 4-lead electrocardiogram on healthy volunteers. Capnography was used as the gold standard to confirm observed respiratory rates. Intra-class correlation was used to assess agreement between manual RR and capnography.ResultsThirty-six complete sets of data were recorded. There was strong agreement between paramedicine student and capnography measurements (ICC 0.77; 95% CI 0.54–0.88). Accuracy of paramedicine students to measure RR of the opposite gender showed no statistical difference when female students (F=0.05, p=0.83) or male students (F=0.04, p=0.84) measured.ConclusionThe manual RR measured by paramedicine students agreed well with capnography irrespective of the gender of the patient or paramedicine student. These data suggest the two measurements could be used interchangeably, although the difference between statistical and clinical significance should be further investigated.
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Weber, Anthony, Shannon Delport, and Andrew Hodgetts. "Motivating factors influencing student paramedic choice of paramedicine as a career." Australasian Journal of Paramedicine 18 (September 30, 2021). http://dx.doi.org/10.33151/ajp.18.975.
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Introduction This study aimed to identify and assess the factors, motivations and influences on undergraduate students’ choice of paramedicine for their studies and ultimately a career in paramedicine. Methods A survey was available to 205 first-year Bachelor of Paramedic Science students to assess background, motivational factors and influences on choosing their undergraduate studies. Results The response rate to an online survey distributed to 205 students yielded an almost 25% response rate (n=51). Altruistic factors were the main reason students chose to study for a degree in paramedic science and ultimately a career in paramedicine. Although essential, extrinsic, sociodemographic and interpersonal factors were less motivating factors. Despite other research suggesting media coverage leads to increased student enrolments, the media coverage of paramedics as frontline health professionals during the COVID-19 pandemic and the ‘lights and sirens’ effect of ambulance/paramedic reality television shows as influences were not highly regarded. Conclusion The altruistic factors influencing career choices in paramedicine are generally similar across the healthcare industry. In this review, the motivating nature of extrinsic, interpersonal and sociodemographic factors was generally inconclusive. However, these factors may well apply to a university’s initial recruitment strategy and as a factor for ambulance services to consider when identifying the motivating factor of a student paramedic to join the workforce.
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Williams, Brett. "The psychometric properties of the professionalism at work questionnaire for paramedicine students." International Journal of Emergency Services ahead-of-print, ahead-of-print (January 6, 2021). http://dx.doi.org/10.1108/ijes-05-2020-0027.
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PurposeIn the past several decades, there has been rapid advancement and improvement in Australasian paramedicine education and clinical standards. These advancements have also seen improvements in the professionalism of Australasian paramedicine. Therefore, having a valid and reliable paramedicine professionalism measure is important. This study aimed to investigate the psychometric properties of the modified Professionalism at Work Questionnaire (PWQ) with Australasian paramedicine studentsDesign/methodology/approachData from the PWQ were analysed using a principal component analysis (PCA) followed by orthogonal varimax rotation.FindingsA total of 479 paramedicine students from three Australasian universities completed the modified PWQ. PCA of the 72-items revealed 11 factors with eigenvalues above 1.5, accounting for 50.99% of the total variance. A total of 64 items were found with loadings greater than 0.40 and were used to describe the 11 factors: Professional attitude and behaviour, communication with others, professional identity, professional development, appearance and flexibility, organisational support, comparable professional status, pride in occupation, adherence to rules, responsibility in the workforce and concerns about appropriate use of resources.Practical implicationsResults from this study suggest that the modified 64-item PWQ can be used to measure professionalism in Australasian paramedicine student cohorts. The instrument encompassed many and varied aspects of the attributes and features that have been described as being essential to being a profession. The instrument provides an important measurement tool for the paramedicine profession.Originality/valueResults from this study suggest that the modified 64-item PWQ can be used to measure professionalism in Australasian paramedicine student cohorts. The instrument encompassed many and varied aspects of the attributes and features that have been described as being essential to being a profession. The instrument provides a critical measurement tool for the paramedicine profession.
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O’Meara, Peter. "Student research: the future of paramedicine." Australasian Journal of Paramedicine 11, no. 5 (August 28, 2014). http://dx.doi.org/10.33151/ajp.11.5.60.
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For the first time since the establishment of a paramedicine peer-reviewed journal in Australia and New Zealand a Special Edition is being published specifically for student contributions. This is an important juncture in the evolution of our profession that recognises the importance of the next generation of paramedic practitioners, scholars and leaders. It really does mark a departure from our vocational training roots to being a tertiary-educated health profession that works in partnership and alongside the other health professions
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Whitfield, Steve, Andre Perkins, Sarah Kelly, and Hannah Dumbleton. "Uncharted waters: the effects of COVID-19 on student paramedics." Australasian Journal of Paramedicine 18 (August 17, 2021). http://dx.doi.org/10.33151/ajp.18.921.
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Introduction The effect of COVID-19 pandemic shutdowns on education has been discussed broadly in both the media and among academics, however its true effects on paramedicine students and their ability to attend in-person lectures, skill sessions and clinical placements has not been widely researched. This study aimed to investigate the impact of COVID-19 on a group of paramedicine students at an Australian university. Methods A cross-sectional study using a convenience sample of first and second year paramedicine students was undertaken to explore their perceived experiences of COVID-19 through both qualitative and quantitative responses. Results A total of 83 paramedicine students from Griffith University in Queensland participated in the survey, demonstrating an 84.7% response rate. Of the participants, 78.3% (n=65) disagreed that online workshop sessions were as valuable as face-to-face sessions. Similarly, the majority of participants (61.5%, n=51) disagreed that online lectures and tutorials were as beneficial as in-person equivalents. A further 61.4% (n=51) of students agreed that COVID-19-associated lockdowns had negatively impacted their ability to formulate strong personal relationships that are important for university, however 78.3% of students agreed that communication platforms assisted in maintaining some form of social interaction. Conclusion The results from this study demonstrate that the educational and social impacts of COVID-19 on paramedicine students were highly diverse, and were contingent on several factors including but not limited to: year of study, learning style, previously established social connections and extenuating life circumstances.
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Williams, Brett, Bronwyn Beovich, Alex Olaussen, and Justin Hunter. "Immersive imulation and Paramedicine Students’ Situational Awareness: A Mixed-Methods Pilot Study." Medical Research Archives 10, no. 9 (2022). http://dx.doi.org/10.18103/mra.v10i9.3029.
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Background: Situational awareness involves the ability to recognise and interpret environmental cues and utilise this to predict future events. It is an important factor in the minimisation of human error in many settings, including healthcare. It is especially relevant within paramedic practice where the situation may be highly dynamic. Simulation-based education is increasingly used within paramedicine education and has been demonstrated as effective for the development of situational awareness in healthcare professionals. Aims: The primary aim of this study was to evaluate the level of situational awareness in undergraduate paramedicine students during an immersive simulation compared to that during a more conventional, non-immersive scenario. A secondary aim was to examine student perceptions of situational awareness, as well as their experiences of the simulations in which they participated. Methods: Third-year paramedicine students at an Australian university participated in two simulated emergency scenarios; one in an immersive setting, and one in a non-immersive environment. The Situation Awareness Global Assessment Technique was utilised to assess their level of situational awareness at various pre-determined points in each scenario. Subsequently, semi-structured interviews were utilised to examine student perceptions of situational awareness as well as their experiences of the simulations. Results: Overall, students (n=18) demonstrated lower levels of situational awareness in the immersive simulation compared with the non-immersive simulation. Most errors occurred in the initial stages, within the ‘recognition’ component of situational awareness. Eight students participated in follow-up interviews, with the majority expressing that the immersive nature of the simulation adversely affected their scenario management. They reported difficulty in recall of basic knowledge, disorganisation of thoughts and clinical approach, and being able to concentrate only on one thing at a time. Conclusion: Paramedicine students in our study demonstrated lower levels of situational awareness during an immersive simulated scenario compared with a conventional non-immersive setting, particularly in the initial ‘recognition’ stage of situational awareness. As a lack of situational awareness may contribute to healthcare errors, its assessment and development must be addressed within paramedicine education. The utilisation of immersive simulation in paramedicine curricula may play an important role in this area.
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Bell, Andy, Jennifer Kelly, and Peter Lewis. "The use of the objective structured clinical examination (OSCE) in a practice-based health discipline: Academic and student experience in paramedicine." Health Education in Practice: Journal of Research for Professional Learning 3, no. 2 (December 17, 2020). http://dx.doi.org/10.33966/hepj.3.2.14225.
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Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia. With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance. The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed. However, all data was non identifiable at time of data collection. Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.
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Simpson, Paul M., Kingsley Agho, Benjamin Van Nugteren, Tuija Rasku, Sean Thompson, and Liz Thyer. "Student paramedic stigma towards people with mental illness: an international study." Australasian Journal of Paramedicine 17 (November 23, 2020). http://dx.doi.org/10.33151/ajp.17.832.
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Objective Stigma towards mental illness has been described in many health professions at the undergraduate level, but not in the discipline of paramedicine. The objective of this research was to describe levels of stigma towards people with mental illness as self-reported by undergraduate paramedicine students in Australia, Finland, New Zealand and South Africa. Design Using a cross-sectional design, an online survey was administered consisting of a validated instrument measuring self-reported stigma levels. Setting Four undergraduate paramedicine university programs in Australia, New Zealand, Finland and South Africa. Method The Opening Minds Scale for Health Providers (OMS-HC) is a validated, 20-item instrument measuring self-reported stigma. The 20 OMS-HC items were summed and generalised linear models with log link and Poisson family were used to examine associated factors. Results The overall level of self-reported stigma across students from all countries was 53, on a scale ranging from 20 (‘least stigmatised’) to 100 (‘most stigmatised’). Compared with the Australian cohort, total stigma scores increased significantly by 8% in New Zealand (p=0.01), 15% (p<0.001), and 18% in South Africa (p=0.002). Subscale analysis revealed high scores for social distance as a construct of stigma more broadly. Conclusion The findings provide an important baseline that can be used by paramedicine programs to inform development of mental healthcare curricula seeking to reduce stigma during the formative undergraduate years of professional development. The findings can be applied in a teaching and learning setting as source material to stimulate discussion and promote student self-reflection in a range of teaching activities.
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Carnicelli, Anthony, Anne-Marie Williams, and Dale Edwards. "Investigating the anatomy learning experiences of undergraduate paramedic students." Australasian Journal of Paramedicine 19 (August 24, 2022). http://dx.doi.org/10.33151/ajp.19.1016.
Повний текст джерелаАнотація:
Introduction The study of human anatomy forms a foundational knowledge base essential for healthcare professional practice including paramedicine. However, little is known about the experiences and perceptions of undergraduate student paramedics towards learning anatomy. The aim of this study was to investigate this, utilising a questionnaire previously validated in medical students. Methods To explore anatomy learning experiences, a 32-item anatomy learning experiences questionnaire (ALEQ) modified for use with paramedicine students was distributed online to students enrolled in the Bachelor of Paramedic Practice at the University of Tasmania. Quantitative statistics were used to identify differences in responses between student groups. Cronbach’s alpha assessed the reliability of the modified ALEQ. Results Fifty-one usable responses were obtained (20% response rate). Psychometric analysis demonstrated good overall reliability (Cronbach’s alpha of 0.88). The students perceived several learning activities as positive including textbooks, online learning and practical classes. However, it was generally felt the amount of content to learn was daunting. Furthermore, the students indicated working with cadavers would be highly beneficial for their learning. The relevance of anatomy was also recognised as being important to future clinical practice. Conclusion Despite the low response rate, the modified ALEQ was a reliable instrument to investigate the anatomy learning experiences and perceptions of paramedicine students. Further research with a larger cohort is required to confirm the reliability and generalisability of the results.