References
Using consensus group methods to improve simulation using immersive media in paramedicine
Abstract
Problem:
Simulation is a cornerstone of paramedic pedagogy. It facilitates a learning-centred approach which explicitly links the learning and teaching environment to the real world and enables the student to construct new understandings of paramedic practice threshold concepts. Although the benefits of simulation in medical and health education have been well researched, there is a paucity of research into how to deliver simulation using immersive media (IM) due to its recency as a strategy in paramedicine. This study explored student feedback of simulations using IM to improve the efficacy of learning activities designed for the recently commissioned University of the Sunshine Coast (USC) immersive simulation studio.
Method:
Feedback was taken using a modified Nominal Group Technique (NGT) consensus method post implementation of an IM strategy. Participants were second year students of the Bachelor of Paramedic Science program at USC who had undertaken simulation using immersive media in 2015.
Results:
The research has revealed the value of listening to the student voice in enhancing simulation design. Two major themes arose regarding the value of IM according to students. Firstly, the students perceived that benefits were derived from the closer approximation of an authentic practice environment through the use of immersive media. Secondly, that students felt that the immersive style allowed them to practice of a broader range of technical and non-technical skills than in a conventional classroom.
Conclusion:
IM was perceived as a positive experience by students as they reported IM to be more engaging, increasing their confidence, situational awareness and improved their non-technical skills. The USC paramedic program will continue to develop the IM strategy as a signature pedagogy.
Simulation is a key learning strategy embedded in Australian paramedicine curricula (Barr et al, 2014; Boyle et al, 2007). A driving factor is that simulation is a learner–centred approach that provides students with the opportunity to apply their knowledge and skills to a real world problem based learning cases encouraging students to construct their own connections from authentic activities within a dynamic learning and teaching environment (Biggs and Tang, 2009; Tupper et al, 2013). The paramedicine program at the University of the Sunshine Coast (USC) uses simulation to underpin the curriculum design, which allows the student to engage with clinical presentations and link their learning environment with the real world. In this paper, pedagogy is considered to be the method and practice of learning and teaching activities that guide the development of future paramedics (Shulman, 2005; Biggs and Tang, 2009).
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