Paramedic education: developing depth through networks and evidence-based research - Finding the ideal pedagogy

Abstract

<jats:p>The issues discussed relate to the best ways in which universities can create ‘road ready’ practitioners. It is clear, however, that there is no consensus on what constitutes a work-ready paramedic. Some focus group participants mentioned deficient clinical skills, but when this term is unpacked it seems to mean under-developed communication and interpersonal competencies. These competencies may be gained through ‘underpinning sciences’ or ‘soft skills’ subjects such as psychology and sociology.</jats:p>

The Role of Educational Theory in the Future Development of Paramedicine as a Profession: An Integrative Review

“…According to O'Brien (15), the historical hierarchical model of paramedic education placed a significant level of importance on the development and assessment of competency-based clinical skills and they argue that this focus has led to a stunting of its evolutionary growth (25). Marshall (23) contends that a focus on competency-based models of learning is a direct result of the organisational methodology utilised to construct early incarnations of paramedic services. Others (6,54) argue that Australian paramedic programs have historically partitioned the supporting sciences of biology, anatomy, pharmacology and physiology into separate areas of study.…”

“…For example, existing research focusses on the unique operating environment of paramedicine, often discussed within the boundaries of the profession itself. There are also prior studies that have focussed on whether current education frameworks deliver a 'road-ready' paramedic (23,55).…”

“…Researchers contend that the previous 'gold standard' of a so-called 'road-ready' paramedic was limiting in nature and not sustainable within the grounds of contemporary professional paramedicine (23,39,55). However, Reynolds and O'Donnell (36) argue that there is little research or evidence to support the claim that paramedicine be differentiated from other healthcare professions.…”

“…Historically, paramedic curricula were most commonly constructed utilising a competency-based learning and teaching model, with content and assessment mostly concerned with producing a 'road-ready' paramedic graduate (23). Kilner (44) contends that the 'road-ready' competency-based model has served its purpose in bringing paramedicine from its early incarnations as a mobile first aid and transport service to a contemporary position as an emerging medical profession.…”

The Role of Pedagogy in Clinical Education

“…Equally one can find texts in dentistry that address matters of pedagogy [6], including works in sub-specialities like paediatric dentistry [7,8]. Other clinical areas that have papers connecting them to pedagogy include social work [9], podiatry [10], and paramedic care [11] amongst others. Across the spectrum of medical subjects, one can find publications connected to pedagogy, which are taught as elective modules like the medical humanities [12] or more quintessentially 'medical' areas such as anatomy [13].…”