Nigel Barr, Matthew Lane, Bill Lord
International Paramedic Practice, Vol. 6, Iss. 1, 07 Apr 2016, pp 13 - 18

Background: In 2015 a pilot remote area practice workshop was
conducted for final year students in an entry to practice paramedic
program attending the University of the Sunshine Coast. The pedagogy
was based on social constructivism and experiential learning in
which students were tasked to solve real world problems in a remote
environment. A feed-forward teaching philosophy based on collaboration
and scaffolding enabled students to construct their own knowledge of
practice in this environment.
Methods: We evaluated the experience from both participant and
facilitator viewpoints using the Nominal Group Technique, which places
emphasis on themes within the feedback obtained. Nominal group
technique was utilised as a data collection method at the end of the twoday
workshop to achieve consensus on positive aspects of the learning
experience as well as to identify areas to be developed in future iterations.
Results: The data indicated that the participants valued the challenging
scenarios resembling real-world practices that also included a mock
communications centre. This highlighted issues which may not have been
discovered using other methods of feedback. We found the nominal group
technique method to be an appropriate method to gain a consensus of
opinions and differentiate critical feedback from the less critical feedback.

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