Mastering Paramedic Science: A First-Person Journey Of Skill Acquisition

Abstract

Paramedic students must acquire both fundamental and advanced clinical skills to ensure patient safety and effectively operate complex medical equipment. To address the challenges posed by time and resource constraints on students, educators, and institutions, health professional training programs have increasingly incorporated alternative teaching methods such as simulation and multimedia. These innovative approaches help students develop their clinical expertise before embarking on clinical placements.

Paramedic education facilities are equipped with simulation equipment, providing students with a safe and controlled environment to practice psychomotor skills crucial for their roles. Nevertheless, this learning environment often encounters disruptions, or "noise," including the presence of educators, ambient sounds from other students, staff, or equipment, which can hinder a clear and precise observation of the intricate details of the skills being taught. This study sought to address these issues by introducing video learning resources.

While the use of video as a learning tool is not a new concept, this project introduced three unique aspects that make it particularly innovative and beneficial for learners. First, the videos were presented from a first-person point of view (1st PPOV), allowing students to experience the learning process as if they were the ones performing the skills. Second, these video learning materials were easily accessible via mobile devices, such as smartphones, providing students with the flexibility to engage with the content wherever and whenever they preferred. Lastly, the use of QR codes streamlined access to the online videos, enhancing the overall learning experience.

The study produced six 1st PPOV video vignettes, each less than two minutes in length, providing clear and instructive demonstrations of selected psychomotor clinical skills essential for acute care provision. The research findings revealed a positive impact on students' (n=87) skill acquisition, offering a comprehensive view and deeper understanding of these skills in their clinical context. Additionally, the ability to access these videos on mobile phones proved to be a significant advantage. Encouraged by these results, participants expressed their desire for additional 1st PPOV skills to be incorporated into the blended learning design across all areas of their Paramedic Science program