Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience

Georgia Clarkson

Abstract


Introduction

Paramedicine students are required to develop the skills of assessing and managing clinical presentations to prepare them for practice. Active learning strategies that are student centred, facilitate collaboration and mirror workplace practices can assist the development of requisite skills. iPads provide a portable means of integrating audiovisual material into these clinical scenarios. Use of such material has the potential to add a degree of authenticity to this environment and require students to play a more active part in their learning.

Methods

This study introduced the ‘iPad-SFS’, a system for using iPads as a platform for introducing audiovisual material into practical classes, as a means of promoting active learning. Students completed a Likert scale survey inviting quantitative and qualitative feedback to evaluate the impact of this intervention on their learning experience.

Results

The data indicated using iPads promoted engagement, enhanced realism, promoted a more collaborative and authentic learning experience and improved critical thinking.

Conclusion

Overall, the iPad based system impacted positively on student learning experience. Health professional educators in paramedicine should consider the use of system similar to iPad-SFS in practical classes.


Keywords


iPads; active learning; collaborative learning; critical thinking; authenticity; simulation

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References


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