Undergraduate paramedic students' attitudes to e-learning: findings from five university programs

Abstract

Computers and computer-assisted instruction are being used with increasing frequency in the area of undergraduate paramedic education. Paramedic students' attitudes towards the use of e-learning technology and computer-assisted instruction have received limited attention in the empirical literature to date. The objective of this study was to determine paramedic students' attitudes towards e-learning. A cross-sectional methodology was used in the form of a paperbased survey to elicit students' attitudes to e-learning using three standardised scales. Convenience sampling was used to sample a cross-section of paramedic students at five universities during semester 1 of 2009. The scales used were: the Computer Attitude Survey (CAS), the Online Learning Environment Survey (OLES), and the Attitude Toward CAI Semantic Differential Scale (ATCAISDS). There were 339 students who participated. Approximately onehalf (57.7%) were female and most (76.0%) were under 24 years of age. Moderate results were noted for the CAS general and education subscales. The CAS results were broadly corroborated by the OLES, although a statistically significant difference between participants preferred and actual results on the OLES Computer Usage subscale identified that participants would prefer to use computers less than they actually do. Similarly, the ATCAISDS found participants were largely ambivalent towards computers. As paramedic degree programs continue to emerge and develop, careful consideration should be given to the usability and utility of various e-learning approaches.

Piloting mobile mixed reality simulation in paramedic distance education

“…The work does however compound on the struggle of distance education learners especially in paramedic science [5,6] in Australia with students commenting on competing time commitments and the simulation being extra work. It also highlights the pedagogy does have a significant way to come before it does become mainstream in distance education with the simulation not significantly outperforming the no simulation group, being a struggle to setup, issues in simulation progression and problems with the overall visualization and haptic feedback.…”

“…An anonymous sample of the comments made by students in course evaluations is provided for study context: These issues highlighted by the distance learners are managed to some extent by the program coordinator and course coordinators through intensive residential schools that teach practical skills over the course of a week, as well as work integrated clinical courses in the 2nd and 3rd year of the program and the encouragement of students to volunteer for the St John's Ambulance service. However, especially for the second-year courses such as the skills development courses, more opportunities for practical skill development is required for paramedic distance education students [5,6].…”

“…This is especially true for paramedic science in Australia [5,6]. This shift in pedagogy towards self-directed distance education causes equality issues between face to face students and those studying remotely especially in regards to skills training.…”

Utility Of E-learning in Community Medicine: A Mixed Methods Assessment Among Indian Medical Students

“…4 Besides, studies conducted in the past by a few researchers have touched this topic of e-learning among medical students. [1][2][3] In a study carried out by Mehra et al among medical students of an Indian University, 76% of the students displayed positive attitudes towards e-learning, while 82% implied that e-learning will be useful to them. Moreover, more than half of the medical students were willing to embrace e-learning as a learning tool.…”

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-Learning AT MEDICAL UNIVERSITY - PLOVDIV

“…• the educational process is realized through technologies that today's students are accustomed to and which are a part of their daily lives (Cazan et al, 2016); • e-learning improves the skill to use information and communication technologies which is necessary for a successful career in healthcare (Abdelaziz et al, 2011, Hegarty & Stewart, 2007; • e-learning encourages the development of critical thinking, time management skills, selfpacing and self-reflection (Abdelaziz et al, 2011, Williams, et al, 2011. Institutional rationales for implementation of e-learning are contextualized and specific for each institution (Sharpe et al, 2006).…”