IntroductionParamedicine students are required to develop the skills of assessing and managing clinical presentations to prepare them for practice. Active learning strategies that are student centred, facilitate collaboration and mirror workplace practices can assist the development of requisite skills. iPads provide a portable means of integrating audiovisual material into these clinical scenarios. Use of such material has the potential to add a degree of authenticity to this environment and require students to play a more active part in their learning.MethodsThis study introduced the ‘iPad-SFS’, a system for using iPads as a platform for introducing audiovisual material into practical classes, as a means of promoting active learning. Students completed a Likert scale survey inviting quantitative and qualitative feedback to evaluate the impact of this intervention on their learning experience.ResultsThe data indicated using iPads promoted engagement, enhanced realism, promoted a more collaborative and authentic learning experience and improved critical thinking.ConclusionOverall, the iPad based system impacted positively on student learning experience. Health professional educators in paramedicine should consider the use of system similar to iPad-SFS in practical classes.

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Introduction The curriculum of undergraduate paramedicine programs invariably includes clinical placement experiences. Engagement in learning in the workplace is however constrained by lack of familiarity with workplace cultural expectations. Strategies assisting students to understand workplace expectations have the potential to enhance engagement on placements and with workplace transition. This study examines whether one classroom practice initiative heightens students’ understanding of specific paramedic workplace expectations. Methods CART (a system developed to mimic equipment management strategies of the paramedic workplace) was introduced on one campus of an Australian university. Another university campus was selected as a comparison site and did not operate CART. CART campus students were assigned to a team and made responsible for maintaining and restocking all equipment utilised in practical classes, simulating strategies used within the paramedic workplace where a paramedic team shares responsibility for stocking and upkeep of equipment. Both cohorts completed a questionnaire exploring their experiences in the classroom and preparation for clinical placements. Results The CART system had a positive influence on the ability of students to collaborate within the classroom and become familiar with industry expectations around equipment management. This increased confidence with transition to learning within the workplace environment.Conclusion The CART strategy was effective in mimicking workplace practices and expectation and evidence indicated that CART can assist students with their ability to transition into a vocational environment.