Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience

Abstract

<jats:p>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.</jats:p>

Determining the Ability of Paramedic Students to Do Drug Calculations

“…Although clinical improvements and technological advancements have seen a rapid shift in paramedic practice in Australia since the early 2000s, deficiencies in the ability to perform basic drug calculations among both qualified and student paramedics and nurses has been documented (6)(7)(8)(9). Critical interventions such as advanced airway support, increased pharmacology and prescribing are examples of the evolving role of the paramedic (16)(17)(18). Coupled with the dynamic encounters and clinical challenges of the environment that paramedics operate within, the abilities of the attending paramedics to perform basic calculations are principle to best practice (2,7,8).…”

“…Strategies to reduce errors in drug administration have evolved within paramedic care (16)(17)(18). Bernius et al found that the use of a paediatric code card in drug calculations improved the calculation ability of paramedics from 65%, for those who did not use the card to 94% for those that did (11).…”

“…Bernius et al found that the use of a paediatric code card in drug calculations improved the calculation ability of paramedics from 65%, for those who did not use the card to 94% for those that did (11). There has been a shift from the hard copy printed tables and guidelines to the use of calculators, smart phone and tablet applications (16)(17)(18). While convenient, there is limited data to support these advancements in the promotion of best practice (4,17).…”

“…While convenient, there is limited data to support these advancements in the promotion of best practice (4,17). Though the technological advancements have been perceived to reduce the risk of error, paramedics are now less inclined to maintain basic mathematical knowledge that was once paramount for the role because of the ready availability of tablet and phone applications (1,4,(16)(17)(18). This study demonstrated that conceptual errors occur when the math concepts are misunderstood and formed a considerable number of the errors made.…”

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“…Even though tablets are the latest tool for learning, there are some serious gaps in this area of research that need to be addressed, such as how well students are using tablets in the classroom and whether tablets can increase students' motivation, engagement, and participation. Such investigations have been done in developed countries such as Canada (Karsenti & Fievez, 2013), Australia, (Clarkson, 2018), and the United States (Chou, Block, & Jesness, 2012Mango, 2015;Shen, 2016). However, very little research has been done in developing countries like South Africa.…”