Bachelor of Science in Paramedic Studies (Practitioner Entry) Course content

The curriculum has four main domains:

• Knowledge of Health and Illness
• Clinical and Anatomical Skills
• Professional Skills
• Pre-Hospital Research

You will be taught via Problem Based Learning (PBL). Each semester, students are divided into groups of seven or eight, each with its own tutor in a tutorial room, with PC, state of the art AV equipment and walls lined with whiteboards. The group meets with the tutor to work through the course material. The tutor does not act as a teacher, but as a facilitator, guiding the group through the PBL process.

The first year consists of 4 modules, 2 in each semester. The second year consists of 5 modules, with 3 modules being delivered in semester 1 and 2 in semester 2. The learning outcomes will be achieved and assessed through lectures/PBL, practical assignments, workshops/role-plays, group work and self-directed eLearning. Project work and application of knowledge gained in practice will form part of each module. This will enable the student to develop their capacity for critical thinking within their discipline and apply knowledge gained on the modules to real world problems and challenges. The variety of teaching and assessment modalities encourages the student to embrace the learning experience and convey findings to their peers both professional and academic.

Course delivery and structure

The course delivery and structure are such that students may work in the prehospital environment and incorporate learning from this programme to drive positive change and improve health services and outcomes for patients. Students will work closely together in small groups to identify differences in practice nationally and internationally and demonstrate their ability to operate effectively as part of a team to achieve common goals.

Independent learning times are not just about reading from textbooks. During these times, students are encouraged to visit and make use of the library, the writing centre and the many facilities in the wider campus community.

Staff will be on hand to provide support in whatever area you feel you need it. However, to a large extent, students in the programme will be both encouraged and expected to assume a high level of responsibility for their own learning. Students will not be ‘spoon-fed’ and there is a deliberate strategy to minimise the amount of didactic teaching in the curriculum.