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Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and that issues of discourse, identity, power, control and social relationships should be central to any understanding of assessment feedback as a communication process. Implications of adopting an alternative perspective for research and practice are identi ed and discussed.

In Australia, western medicine and the majority of allied healthcare professions are regulated via statutory regulation. For most of these allied healthcare professions, education has moved into the higher education (HE) sector and universities. The profession of paramedics is undergoing a transition in terms of scope of practice, and in particular education, moving from a post-employment model characterised by on-the-job training, to a pre-employment model, essentially full time university-based Bachelor degree education, similar to the change that occurred in nursing in Australia many years ago. How to produce work-ready graduates in the healthcare professions is of concern for educators and professional associations. Research into work-readiness in several healthcare fields has yielded important information that may be utilised by paramedic and other allied healthcare educators to improve courses. This paper discusses issues of transition of HE healthcare graduates into the workforce that need to be considered by educators, with a particular focus on the profession of paramedics in Australia. It also summarises key findings of research into work-readiness in a range of healthcare professions.

Introduction Paramedic education is changing in Australia from a post-employment model in which in-house training is provided by state-based service providers to pre-employment Bachelor degree education in universities. Little is known about how well prepared final year paramedic students nearing the end of their university course perceive themselves to be to enter the workforce. The objective of the study was to investigate perceptions of preparedness for the workforce of final year paramedic students at Victoria University, Melbourne, Australia. Methods A survey was conducted with final year paramedic students in their last semester at Victoria University, Melbourne, Australia. The survey focussed on eight dimensions relating to paramedic practice: theoretical skills, clinical skills; practical skills; interpersonal skills; communication with colleagues and other professionals; coping skills; lifelong learning; and ethics and legal responsibilities. Part 1 of the survey required participants to choose from six possible responses on how well they believe their paramedic course has prepared them in relation to 64 statements. Part 2 consisted of 5 open- ended questions. Data from part 1 was analysed to find the mean ‘preparedness scores’ on the 8 dimensions of paramedic practice. Responses from part 2 of survey were transcribed and imported into NVivo8, where each part of the questions were analysed and grouped into themes. Results Response rate was 14% (n=23). Respondents felt ‘somewhat adequately’ to ‘adequately’ prepared for the workforce. Responses to Part 2 indicated a range of perceptions in relation to preparedness to enter the paramedic workforce, ranging from feeling unprepared to put knowledge into practice, prepared in some aspects but not in others, through to feeling prepared but with a realisation that there would be much to learn on the job. Respondents comments provide paramedic educators with some clear ideas about what final year students value in terms of preparing them for practice: whilst respondents valued the clinical practice opportunities they had had, they wanted more clinical placements with more variety, for example placements in different areas of healthcare. Conclusion This small survey provides paramedic educators with some clear ideas about what final year students value in terms of preparing them for practice. As Australian paramedic education moves from a post-employment training model to a pre-employment model, further consideration is needed of how courses will best address the development of clinical and practical skills of students and meet the requirements of ambulance service employers. Collegiate dialogue between employers, educators and students will assist in addressing this.

PurposeThe purpose of this paper is to assess the extent of empathy in paramedic students across seven Australian universities.Design/methodology/approachA cross‐sectional study was carried out using a paper‐based questionnaire employing a convenience sample of first, second, and third year undergraduate paramedic students. Student empathy levels were measured using a standardised self‐reporting instrument: the Jefferson Scale of Physician Empathy‐Health Profession Students (JSPE‐HPS).FindingsA total of 783 students participated in the study, of which 57 per cent were females. The overall JSPE‐HPS mean score was 106.74 (SD=14.8). Females had greater mean empathy scores than males 108.69 v 103.58 (p=0.042). First year undergraduate paramedic mean empathy levels were the lowest, 106.29 (SD=15.40) with second year's the highest at 107.17 (SD=14.90).Originality/valueThe overall findings provide a framework for educators to begin constructing guidelines focusing on the need to incorporate, promote and instil empathy into paramedic students in order to better prepare them for future out‐of‐hospital healthcare practice.