Time for a Paradigm Shift in Paramedic Education?

Introduction—For paramedics there is an ever-increasing extension of skills associated with their work. However, conventional didactic, protocol-driven theories dominate paramedic training. Transitioning to modern educational methodologies such as problem-based learning (PBL) has begun being accepted in similar healthcare professions. This study looked at such a process with an undergraduate paramedic cohort in Ireland’s University of Limerick (UL) and prescribes alternatives for paramedic education.

Methods—Willis, et al. (2003) document a system using PBL methodology, which remains static in its delivery over the educational timeframe. UL paramedic studies have developed this further in an escalating format in which students assimilated three stages of PBL development. Electronic cases were offered describing patient signs and symptoms; students then worked via differential diagnosis, evidence-based medicine and proposed treatment regimens to identify the morbidity and management plan. With familiarity, the complexity escalates as below:

1. Conventional case-based format with drip-fed information and development.
2. Video-driven scene development and research.
3. Student-driven cases without reference to external media.

Cases cover the range of the educational syllabus with required learning objectives achieved through critical thinking, assimilation of resource knowledge and sound group synergy.

Results—Post-program evaluation in the form of interviews, a group discussion and satisfaction survey demonstrates the overwhelming preference for PBL over conventional didactic lecture-based formats. This is matched by improved grade point average scores.

Conclusion—It is the opinion of the authors that a dynamic PBL model for paramedic education facilitates paramedic students in taking true ownership of their education.