Paramedicine educators’ identity needs and impediments to professional emergence: A multiphase mixed-methods participatory approach

Abstract

This research delves into how identity-needs and philosophies of paramedicine educators influence theoretical advancement and praxis in higher education. It examines the perceptions of paramedicine academics, their roles and the transitional challenges when moving from clinical practice to academia. It explores the potential of transformative pedagogy in fostering social consciousness, justice, and innovation. Challenges and benefits of a constructivist approach to paramedicine education and future-orientation is assessed. Employing a multiphase mixed-methods participatory approach, researchers reached consensus on the guided themes (Phase 1) for staff collaborative engagement (Phase 2) during the inaugural ‘Paramedicine Educators Forum’, which featured participation of academic leaders and staff from four universities and one jurisdictional ambulance service. The study unveils the intricate tapestry of paramedicine educators' identities and philosophies and their impact on theoretical advancements and practical applications in higher education. Conversations revolved around defining the role of paramedics in academia, the potential of transformative pedagogy, and the balance between producing competent paramedics whilst nurturing criticality. Discussions also addressed the shortcomings of current undergraduate degrees in preparing students for technological advancements and the potential for extended degree programs. The findings underscore the need to adapt paramedicine education to meet the evolving demands of the profession, with paramedicine educators playing a leading role in this transformation. These insights may be instructive in providing guidance for educational policies and practices that shape the future of paramedicine education and may have transferability for other allied health professions.