Dr Peter O'Meara1,2,3, Ms Mary Ahlers3, Mr Gary Wingrove4
1Monash University, Frankston, Australia, 2Charles Sturt University, Bathurst, Australia, 3Paramedic Network, Cincinnati, United States, 4The Paramedic Foundation, Duluth, United States
Biography:
Dr Peter O’Meara is a registered paramedic in Australia and an internationally recognized expert on paramedicine models of care and education. Dr O’Meara’s current roles include being a Professor in the Department of Paramedicine at Monash University and a course assessor for Australian Health Professional Regulatory Agency.
Abstract:
Introduction
Community paramedics have adopted knowledge, skills and behaviours characteristic of primary healthcare professionals. Paramedics often lack access to higher education that enables autonomous practice alongside other health professionals. This study aimed to develop an educational framework supporting the integration of community paramedicine topics into degree-level education programs that would equip them to meet contemporary and future expectations.
Methods
The emerging roles and professional capabilities expected of community paramedics as clinicians and practitioners guided this research. The curriculum framework was designed through an examination of existing curricula, the community paramedicine literature, and questionnaire responses from two panels of expert paramedicine professionals drawn from countries where community paramedicine is established or emerging. Purposively recruited panelists comprised practicing community paramedics, students and educators, professional leaders, and subject matter experts.
Results
The first panel largely supported those topics that comprise the Paramedic Heath Solutions curriculum Version 4.0. They recommended more inclusive language that recognises social and cultural disadvantages, highlights person-centred care, additional topics, and increases the load and depth of study. In phase 2 of the project, the panel supported integration of community paramedicine topics into paramedic degrees. After input from a second expert panel, an International Community Paramedic Education Framework was finalised to guide educators.
Conclusion
The implementation of the educational framework will equip graduates with the capabilities to practice as clinicians or practitioners in primary care settings and across the acute and low-acuity domains of practice in collaboration with other health and social service professionals.