Student paramedics' perceptions of action learning: a mixed-method study

Abstract

Paramedic education programmes must draw upon a wide range of teaching, learning and assessment techniques in order to ensure that graduating students possess the necessary skills and qualities for their profession ( Quality Assurance Agency (QAA), 2013 ). Theory and practice must come together as part of a reflective learning process at a number of points within the education cycle, in order to identify crucial learning points, and areas for self-improvement from the practice setting. One way of achieving this is via action learning (AL). This small-scale study uses a mixed methods approach to investigate whether or not student paramedics from a UK university, as participants within action learning sets (ALS), felt that that they were a useful educational tool to use within a Foundation Degree in Paramedic Science. Students reported many benefits to their educational experience having participated in ALS, including developments in personal, academic and professional areas. The research also showed how the AL process could be improved in areas such as AL induction, providing AL members with team working skills as well as supporting students with communication and leadership challenges during ALS.

Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience

“…Studies conducted in the context of paramedicine echo this, indicating that collaboration with peers has a positive impact (12), in particular on communication and problem-solving skills of students (46). The long-term value of improving inter-peer communication skills is also favourable for graduates who aim to work in small interdependent teams.…”

Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review

“…The twenty six qualitative studies were published over a thirteen-year period from 2006 to 2019. Studies used semi-structured in person interviews; 19,20,29,[38][39][40][41][42][43][44][45][46] open ended interview questions, 8,[47][48][49][50] or focus groups, 2,9,25,[51][52][53][54][55][56][57] to collect data. Sample sizes ranged from 1 to 96 for studies using verbal interviews or focus groups.…”

“…Sample sizes ranged from 1 to 96 for studies using verbal interviews or focus groups. 19,20,25,29,[39][40][41][42][43][44][45][46][51][52][53][54][55][56][57][58] For studies that used a written narrative approach the sample size ranged from 8 to 54. 8,[47][48][49][50] The total sample size for participants in this review was 564.…”

“…Three counties were represented in the studies: Australia, 19,38,[40][41][42]44,46,[48][49][50][51][52][53][54]58 Australia and New Zealand, 25,59 the UK. 8,29,39,43,56,57 and Australia and the UK. 45,47,55 The participants and contexts included within the studies were as follows; Five studies provided the perspectives of university undergraduate paramedicine students while they were undergoing clinical placements on ambulances.…”

“…38,40 Three studies gave the perspective of paramedicine undergraduate students in relation to non-traditional teaching methods in the paramedicine university setting. 39,50,56 Two studiess gave the perspectives of graduate paramedic preceptors while providing mentorship to graduate paramedics during their graduate year. 19,55 One study provided the perspectives of university undergraduate paramedicine students and their paramedic preceptors during clinical placements on ambulances with a clinical facilitator model, giving the experiences of both preceptors and students together in the same location and time frame.…”