PCRF Abstracts - Details View

 

Download Abstract Poster (PDF)

 

PARAMEDIC SCIENCE STUDENT PERSPECTIVES

Author: Joanne Piccininni Ed.D, NRP, MICP | Dr. Joanne Piccininni Ed.D, NRP | Bergen Community College

Associate Authors:

Introduction

While paramedic science education program students are required to complete a licensing exam once they have completed a paramedic science education program, it is unknown whether a traditional or blended program of instruction is a factor in success. This basic qualitative study explored the perceptions of recently graduated students in a blended and a traditional paramedic science education program related to their success on the NREMT paramedic certification exam. There is no current literature offering insights into the perceptions of students in a higher education paramedic science education program on blended or traditional instruction.

Methods

The population investigated included twelve paramedic science students who completed a traditional face to face (F2F) and nine who attended a blended paramedic science initial training program and sat for the paramedic certification exam.
A basic qualitative research design was chosen for this study to obtain an understanding of how paramedic students regard and perceive the phenomenon of taking blended or traditional forms of education. In-depth interviews were conducted one-on-one using open ended questions from the interview guide to explore experiences with being enrolled in a traditional or blended paramedic science education program, and views of success on the NREMT® Paramedic certification exam.

Results

The researcher used the six steps of thematic analysis outlined by Braun and Clarke (2021) to conduct the data analysis of the sources. Code identification revealed a total of sixteen codes related to the success associated with blended and traditional learning to pass the licensing exams. Table 1 is an overview of the sixteen identified codes, participant quotes, and frequency and total counts reflective of all interviews conducted with participants. The classified sixteen codes were combined into six categories (Table 2). A combination of codes and categories resulted in three themes: Traditional Program Success via The Role of the Student Perception of Success, Blended Program Success via The Role of the Community, and Exam Success via Mitigating Challenges Online (Table 3).

Conclusion

The research findings demonstrated the community's importance in succeeding within traditional and blended learning programs. The participant reflections revealed a need for further research to examine the role of the educator in creating a supportive environment, such as their impact on students and the tools and skills used in F2F and blended learning environments. The results impact practice by demonstrating the importance of developing an educational support system, fostering an academic community amongst educators and students, and providing opportunities for learning outside of the classroom.

[IMAGE]