Student paramedics' perceptions of action learning: a mixed-method study

Paramedics must be able to problem solve and make complex decisions in a timely manner and under stressful conditions. They learn to do so through a mixture of processes including formal education, experience in the practice setting and through continuous self-improvement methods such as reflective practice. One medium which can be said to facilitate these qualities is action learning (AL).

McGill and Brockbank (2004) recognise action learning as being a process of learning and reflection, which would happen on a continuous basis with a group or ‘set’ of colleagues who work on issues that are real issues to the individuals.

This small scale primary research project recruited second-year student paramedics undertaking a Foundation Degree in Paramedic Science and who participate in AL as part of their degree, in order to establish their perceptions of the use of ALS as part of their educational experience.

Action learning is not a new concept. The phrase was coined by Professor Reginald Revans in the 1950s when trying to understand some of the routine challenges facing coal mine workers. Reginald Revans found that simply by listening to the coal workers challenges boosted productivity (McGill and Beaty, 2001). Since then the process of action learning has been adapted and introduced into many professions including engineering, education and within many managerial roles within health. Many UK Universities use action learning as a tool for promoting self-reflection, team working and problem solving within healthcare programmes, including within paramedic science.