Learning Paramedic Science Skills from a First Person Point of View

Autor/inn/en	Lynch, Kathy; Barr, Nigel; Oprescu, Florin
Titel	Learning Paramedic Science Skills from a First Person Point of View
Quelle	In: Electronic Journal of e-Learning, 10 (2012) 4, S.396-406 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Allied Health Personnel; Clinical Experience; Vignettes; Video Technology; Psychomotor Skills; Blended Learning; Expertise; Educational Resources; Skill Development; Instructional Innovation; Clinical Teaching (Health Professions); Teaching Methods; Science Course Improvement Projects; Simulation; Science Process Skills; Experiential Learning; Handheld Devices; Likert Scales; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Expert appraisal; Bildungsmittel; Kompetenzentwicklung; Qualifikationsentwicklung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Simulation program; Simulationsprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Likert-Skala; Unterrichtserfolg
Abstract	Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such as simulation and multimedia in order to develop a student's clinical expertise in preparation for clinical placement. Paramedic education laboratories are equipped with simulation equipment to facilitate the acquisition of the psychomotor skills required by paramedics, and are the main spaces where students can practice essential paramedic skills in a non-threatening environment. However, often the learning environment is encumbered by "noise" or obstacles such as the educator's body, or ambient noise from other students, staff or equipment, all which inhibit a clear and precise view of the intricate details of skills to be learned. This study addressed the crowded laboratory and "noise" issues through the use of video learning resources. Though using video as a learning resource is not new, there are three facets to learning that make this project innovative and beneficial to the learner; one, learning from a video composed from a first person point of view (1st PPOV); two, the viewing of the video learning materials using a mobile device such as a smart phone; and three, the use of QR codes to access the online videos. Six 1st PPOV video vignettes were produced for this study. Each video was less than two minutes and length, clear and instructional on selected psychomotor clinical skills required for acute care provision . The research findings show that the 1st PPOV videos positively impacted students' (n=87) learning of the six skills, and gave them a more comprehensive view and understanding of the skill in context. The findings also indicated that accessing the videos on a mobile phone was a bonus. The participants requested additional 1st PPOV skills to be included in the blended learning design across all areas of their Paramedic Science program. (Contains 3 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10