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learning
student paramedic

A novel approach to problem-based learning in a paramedicine programme

02 June 2019
Features
02 June 2019
Volume 9 · Issue 2

Abstract

Background:

Many paramedicine, nursing and medicine programmes use problem-based learning (PBL) to help bridge the gap between clinical theory and real-world practice.

Aim:

This paper describes a novel approach to PBL that has been used in a large, university-based paramedicine programme.

Methods:

Over a 3-year period, an applied pharmacology tutorial was progressively redesigned by a cross-disciplinary team of practising paramedic, pharmacy and educational design academics.

Findings:

A multi-space approach to PBL is described in six stages.

Discussion:

The pedagogical basis of the approach is examined. Strategies used within this subject are recommended for further evaluation and consideration.

Many allied health, medical and nursing higher education programmes use problem based-learning (PBL) to assist future practitioners with bridging the gap between theory and practice. In 2015, a cross-disciplinary team of academic and educational design staff started to progressively transform an applied pharmacology course in a large, multi-campus undergraduate paramedicine degree. The redesign sought to more contemporaneously address learning outcomes and meet industry expectations that future paramedics would not only acquire theoretical knowledge and technical skills within their degree, but also possess non-technical skills in the areas of problem solving, decision making and reflective practice, and have a commitment to lifelong learning. These requirements are evident within accreditation frameworks for undergraduate paramedicine programmes, and reflect modern expectations of university graduates in the workplace (Hanrahan and Isaacs, 2001: 53; Council of Ambulance Authorities, 2014: 17; Health and Care Professions Council (HCPC), 2018: 4, 35).

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Paramedic
Problem-based learning (PBL)
Non-technical skills
Pedagogy
Education