The year 2020 will forever be synonymous with the coronavirus and the impact it will have had on the world. As the Associate Head of Allied Health Professions—a role which encompasses leadership of paramedic education at the University—the rapid upsurge of change required has been extremely challenging for students and staff alike. By mid-March, universities began to cancel all face-to-face teaching with immediate effect. Across the country, classes are being delivered online via synchronous and asynchronous teaching and learning.
Students have been undoubtedly anxious about their studies with the move to online learning (see p. 247), cancellation of some placements and the impact on upcoming assessments. The universal message, however, is that universities are focused on the continuation and progression of programmes, and students are supported. Academic tutors across the UK are working tirelessly to ensure this happens.
Towards the end of March, legislation from government has enabled final-year students in their last 6 months of study on professional programmes regulated by the HCPC to join a temporary register, on condition that all practice placements have been completed. Many ambulance services cancelled ‘normal’ student placements and subsequently employed students to work in areas such as 111 and emergency control for a temporary period. Within my institution's regional ambulance trust, most first- and second-year students have been offered employment in such roles for a 12-week period, supporting the NHS during this national crisis. They have stepped up, making us all very proud.
With the abandonment of school examinations, there have been increasing calls from students across the country for universities to do the same. However, paramedic programmes are required to meet regulatory requirements, and standards must be met to ensure students can apply to register with the HCPC on completion of their studies. Some assessments have had to be amended, and processes that usually take months have had to be completed within days on a programme and faculty scale, while continuing to support students with their studies and their increasing anxieties.
Staff and students have struggled with the impact of school closures on university work and motivation, so flexible learning approaches have had to be adopted by universities. Personally for me, this has been a significant challenge, home-schooling my children aged 2 and 6 as I continue full-time in my role.
However, most students appear to enjoy the synchronous delivery of online sessions. Hosting a lesson to 70 students via different formats, while a new challenge, has been immensely enjoyable, with student dynamics and interactive rapport continuing in the virtual classroom. Continual reassurance has been key to supporting students and it has been heartening to hear students asking after ourselves as well during this time.
What about my role as a paramedic? Many academic staff have offered their skills, undertaking clinical shifts where possible. However, it is essential that the education of our future practitioners does not stop. Our role is to ensure the continual progression of students through education programmes to support the future workforce of registered practitioners; this is where I see my role centrally at this time. Every person will have their own story for 2020, with many affected by the loss of loved ones and the accompanying trauma of not being able to say goodbye. Ultimately, what is important is that both students and their tutors take care of themselves and their loved ones. #Staysafe.