Transition to Paramedic Practice (PS609Y), which is the last module of the BSc Paramedic Science degree). I have been the module leader for 4 years and developed the module from its validated criteria. I have been extremely proud of PS609Y and feel that it has been my duty to prepare the undergrad students for the transition from student to newly qualified paramedic. I have designed PS609Y to be a culmination of all the content and experiences they have on the BSc. This design is to test and stretch students, as well as allow them to reflect on what they know and how hard they have worked (TEF, TQ3), by allowing students to partake in high fidelity, actor lead simulation and debriefing, students are able to evaluate how ready they are to be a paramedic. The small group simulation and teaching allows a greater student engagement, but also allows lecturers to identify students that require extra support and manage anxieties in safe spaces (TEF, TQ1).
It's also with this preparation in mind, that I have been able to develop a dynamic module, that responds to the needs of each cohort. Each academic year I schedule 3 1-hour lecture times that are completely student lead. Students are asked at the start of the module what additional areas of the whole BSc they would like covered, or they feel weren't covered well enough. I either present that lecture myself or find an expert in that area. The students respond well to this and often comment in student feedback they value personalisation of the course to their own experiences. (TEF, LE3).
PS609Y has a 60/40 split in assessments, the former is a 30-minute actor led simulation in a mock ambulance and the latter an essay on future practice. The patient assessment examination has always received good feedback from students, particularly the in-service students who feel it's the closest to actually assessing a patient in practice (TEF, SO2). Extensive feedback is given after each simulation, and a mock exam opportunity is provided (TEF, TQ4). The students are also asked to provide a Viva Voca oral defence in the form of a handover, this gives students a chance to solidify knowledge or clarify intentions in the practical. Both service user (Actor) and additional examiners (Crew) have an opportunity in influence students grades by providing feedback on professionalism and communication. This removes the bias from one examiner and allows holistic student evaluation. The essay topic is set around a change to future practice and encourages students to think about the care they currently provide to patients and what care they would like to provide. A section on the marking rubric is set aside for reflection on formative feedback as well as discussions around the topic with mentors and peers. I placed this in the rubric to reward students for honestly looking at the work they submit and begin to foster reflection as part of professional practice. (TEF, TQ3)
Qualifications and expertise
- Post Graduate Certificate in Healthcare and Biomedical Education
- Fellow of the Higher Education Academy
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