Catherine Hayes
Journal of Paramedic Practice, Vol. 10, Iss. 4, 06 Apr 2018, pp 147 - 152

Paramedics face the need to be critically introspective, reflective and reflexive
every working day. Their work involves not only the functional need to
clinically assess, diagnose and manage critically ill and injured members of
the public, but also a situated responsiveness to the scenes of severe trauma
and death. Few other professions demand such an acute degree of personal
and professional resilience; an underpinning education is therefore pivotal to
facilitate the development of this resilience to equip and ensure an effective
healthcare workforce. For all paramedics, the need to facilitate deconstruction
of their experience and meaning-making from constituent aspects of paramedic
practice, culture and context is a central element of their capacity for resilience,
as well as their psychological ability to recognise and apply coping strategies in
their everyday roles. This affective domain learning has been embedded across
academic curricula and traditionally taught via methods such as role play,
inquiry-based learning, and simulation. The current article presents gamification
as another potential methodology for inclusion in undergraduate curricula
that can provide the future workforce with transferable skills of reflection and
reflexivity in situational responsiveness. LEGOŽ Serious PlayŽ and narrative
storytelling are used to illustrate this discussion; a technique that originates from
business and leadership teaching and learning methodologies, but the origins of
which lie in the philosophy of social constructionism. An adaptation of Gilbert's
Multi-Modal Compassionate Mind Training is used to illustrate how LEGOŽ
Serious PlayŽ might facilitate the construction of affective domain learning for
resilience in paramedic practice.

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