I have experience teaching paramedics at healthcare professional students in vocational, regulatory, college, and university settings across a number of countries and jurisdictions. This experience includes face-to-face, hybrid, and fully online delivery and facilitation of learning, including high and low fidelity simulation settings.
I mainly use constructivist approaches to teaching, such as problem-based learning, cooperative learning and guided instruction. I encourage academic debate using the Socratic method, and indeed encourage dissent in my classes, as I am a firm believer that it helps to prepare students for real-life interactions. I am a supporter of free speech, and logical debate…not argument. Critical thinking and critical reasoning skills are essential to clinical practice, and by researching and formulating logical arguments, students will develop those skills and hone them during their clinical careers.
I designed and delivered an inaugural Research Principles course for undergraduate paramedic students. I worked with undergraduate students in small groups on primary research projects, which have led to several student-led conference presentations and published articles. As a result of identifying a gap in patient safety and quality education for paramedic students, I incorporated Institute of Healthcare Improvement patient safety certification course into my Professional Issues in Paramedicine curriculum. In addition, I reformed this curriculum to meet the needs of contemporary practice.
I am prepared to teach several basic courses such as Foundations of Contemporary Paramedic Practice, Interpersonal Skills for Healthcare Professionals, and Research Methods, as well as specialised courses such as Care of Vulnerable Populations, Professional Issues in Paramedicine, and Social Policy and Healthcare.