Development of a Tool to Monitor Paramedic Clinical Placements: A Case Study of Innovation Overcoming Tradition

Abstract

<jats:p>IntroductionThis paper discusses a trial of the use of CompTracker© – an online platform used to link the student, preceptor and academic in a time sensitive manner during student clinical placement – within a cohort of 330 first and second year paramedic students studying at an Australian university. CompTracker© allows for preceptors to identify and assess clinical competencies, and for the student to reflect after each case is completed on placement. The tool was initially piloted, and then remodeled on several attempts to improve its overall functionality and relevance for the placement learning experience. The study aims to educate and inform other health disciplines that may have an interest in using online tools for competency tracking and education in diverse workplaces. MethodsMultiple surveys were conducted over a 3-year period, using both Likert 5-point scales and open-ended questions, to evaluate 330 first and second year students’ and 261 preceptors’ experiences. ResultsOf the 54 student responses, 92% felt the tool was useful and 67% felt it was easy to use. Within the preceptor results, 63 ± 2% preferred CompTracker© over traditional paper-based methods. ConclusionCompTracker© can be used to support students and preceptors in clinical placement. The flexibility of this online tool makes it adaptable to most clinical workplaces, and should be considered in any workplace that requires the use of competency-based clinical assessment and used in place of traditional paper-based portfolios.</jats:p>

Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review

“…The twenty six qualitative studies were published over a thirteen-year period from 2006 to 2019. Studies used semi-structured in person interviews; 19,20,29,[38][39][40][41][42][43][44][45][46] open ended interview questions, 8,[47][48][49][50] or focus groups, 2,9,25,[51][52][53][54][55][56][57] to collect data. Sample sizes ranged from 1 to 96 for studies using verbal interviews or focus groups.…”

“…19,20,25,29,[39][40][41][42][43][44][45][46][51][52][53][54][55][56][57][58] For studies that used a written narrative approach the sample size ranged from 8 to 54. 8,[47][48][49][50] The total sample size for participants in this review was 564.…”

“…41,44,46,49,52,53 Four studies provided the perspectives of paramedic preceptors of university undergraduate paramedicine students during clinical placements on ambualnces. 45,47,57,59 Two studies focussed on the perspectives of university paramedic educators delivering training to undergraduate paramedicine students in the university setting. 38,40 Three studies gave the perspective of paramedicine undergraduate students in relation to non-traditional teaching methods in the paramedicine university setting.…”

“…The importance of good mentoring both in the university environment and in the real life setting was consistently highlighted in multiple studies. 19,20,40,45,47,55,57 An Australian study and a UK/Australian combined study involving graduate paramedic preceptors showed they clearly felt a strong responsibility to patients to ensure that graduate paramedics made the right patient treatment decisions and teaching them to work safely when in unfamiliar and dangerous paramedic practice environments. 19,45 The unpredictable nature of the paramedic practice environment was also highlighted and the challenges this presented for preceptors when having to monitor paramedic graduates practice and safety.…”

Undergraduate paramedicine students' experiences of feedback during clinical placement on‐road: A scoping review

“…The qualified paramedics working alongside students during clinical placement are referred to by a variety of terms within both international and Australian literature. These are the “crew” (Devenish, 2014), “paramedic educator” (Lane, 2014; O'Meara et al, 2014), “paramedic mentor” (Wilson, 2013), “preceptor” (Maria et al, 2019; Wongtongkam & Brewster, 2017), “mentor” (Lane, 2014; Moodley, 2016), and “clinical instructor” (Moodley, 2016; O'Meara et al, 2014). Despite the varying terms, these roles are held by paramedics with qualifications enabling them to fulfill the role of a qualified paramedic, regardless of the jurisdiction in which they work.…”