Jean-Paul (“JP”) Veronese is a Lecturer in Paramedicine at Griffith University and an Advanced Care Paramedic with the Queensland Ambulance Service. With over 20 years’ experience, his work focuses on simulation-based education, performance-based assessment, and developing job-ready paramedic graduates. He is currently completing a PhD in this area.
Driving Paramedic Performance Using a Digital Platform to Support Workforce Readiness
Mr Jean-Paul Veronese1, Ms. Erin McKenna1, Dr. Patricia Lee1, Dr. Scott Devenish1
1Griffith University
Abstract:
Background
Paramedicine education generates large volumes of performance-based assessment (PBA) data across simulation, viva, skills, and clinical placement; however, these data are often fragmented and underutilised. This limits the ability to track longitudinal performance or determine readiness for practice. To address this, a digital Paramedicine Performance Hub was developed to integrate and visualise performance data across assessment modalities. This study examines how a digital platform can support tracking of paramedic performance and inform workforce readiness.
Methods
A secondary analysis of longitudinal PBA data collected between 2019 and 2025 informed the development of a purpose-built digital platform, now used to integrate and triangulate performance across assessment modalities. The system captures performance across simulation-based assessments, viva examinations, skills sign-offs, and work-based clinical placements. Performance trends were examined across repeated assessments, focusing on progression, consistency across modalities, and early indicators of risk. Student and educator feedback demonstrated the platform’s usability and perceived impact on performance tracking and learning.
Results
Integration of multimodal PBA data enabled visualisation of longitudinal performance trajectories and alignment across assessment types. Repeated exposure to high-frequency assessment was associated with progressive improvement in performance, consistent with prior findings. The platform enabled earlier identification of at-risk students and provided actionable insights to support targeted feedback and intervention.
Conclusions
A digital platform integrating longitudinal PBA data provides a practical approach to tracking paramedic performance and supporting workforce readiness. This model enables more informed decisions regarding student progression and offers potential for extension into graduate internship programs and real-world clinical performance monitoring.
Using High-Frequency Simulation to Develop Crisis Resource Management Skills and Workforce Readiness in Paramedicine Education
Mr Jean-Paul Veronese1, Ms. Erin McKenna1, Ms. Terri Botha1, Dr. Patricia Lee1
1Griffith University
Abstract:
Background
Crisis resource management (CRM) skills, including communication, professionalism, and resource management, are essential for performance in high-pressure emergency care environments. Failures in non-technical skills contribute to adverse events as frequently as technical errors across healthcare and other high-risk industries. Despite widespread use of simulation-based education, limited research has examined how high-frequency simulation with structured feedback supports CRM skill development over time. This study examined the effect of a high-frequency simulation-based assessment (SBA) and feedback model on CRM development in paramedicine students preparing for workforce readiness.
Methods
A secondary analysis of 2025 performance data was conducted across three-year levels of undergraduate paramedicine courses at Griffith University. Students participated in repeated SBA using a structured performance-based assessment tool aligned to CRM domains. Associations between formative and summative performance were analysed using paired t-tests, mixed ANOVA, and hierarchical regression.
Results
A total of 180 students were included (64.4% female). Female students achieved higher mean summative CRM scores than males (73.9 ± 8.75 vs 70.3 ± 9.9; p = 0.013). CRM performance improved significantly across repeated SBA exposure (p < 0.05). Simulation frequency predicted resource management performance (p = 0.034), while early formative performance predicted summative outcomes (p < 0.05). No significant association was observed for communication.
Conclusions
A high-frequency SBA and feedback model supports CRM development relevant to emergency care practice. Repeated exposure to high-pressure scenarios prepares graduates for workforce readiness and operational environments. Extending this approach into graduate internship programs may support ongoing development of performance under pressure and team-based decision-making.