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International work integrated learning (WIL) in undergraduate paramedicine programs: a cross-sectional survey of practice models in Australasia

International work integrated learning (WIL) in undergraduate paramedicine programs: a... The proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service placement capacity. The objective of this study was to establish a baseline understanding of international WIL in paramedicine university programs.Design/methodology/approachA cross-sectional study design was utilized to gather data from Australasian universities offering undergraduate paramedicine. A telephone survey was used to gather quantitative and qualitative data using a tailored questionnaire.FindingsOf 15 eligible paramedicine programs, seven program leads participated. All offered international WIL, predominantly short-duration format in locations including United Kingdom, USA, Israel, Nepal, Indonesia, Timor-Leste, New Zealand, South Africa, Finland, Canada and Vanuatu. Two distinct models were identified: academic-accompanied, group “study tours” and unaccompanied individual placements. International WIL is common in paramedicine but placement models, rationale and expected learning experiences are diverse.Originality/valueInternational WIL is an increasing component of paramedicine and other health discipline degrees, yet the pedagogical rationale for their inclusion and typology is not always clear. This paper provides an insight into the variance in international WIL typology in a single health discipline highlighting the heterogeneity and need for future research linking into the structure, support and assessment of international WIL. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education, Skills and Work-based Learning Emerald Publishing

International work integrated learning (WIL) in undergraduate paramedicine programs: a cross-sectional survey of practice models in Australasia

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2042-3896
DOI
10.1108/heswbl-06-2020-0120
Publisher site
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Abstract

The proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service placement capacity. The objective of this study was to establish a baseline understanding of international WIL in paramedicine university programs.Design/methodology/approachA cross-sectional study design was utilized to gather data from Australasian universities offering undergraduate paramedicine. A telephone survey was used to gather quantitative and qualitative data using a tailored questionnaire.FindingsOf 15 eligible paramedicine programs, seven program leads participated. All offered international WIL, predominantly short-duration format in locations including United Kingdom, USA, Israel, Nepal, Indonesia, Timor-Leste, New Zealand, South Africa, Finland, Canada and Vanuatu. Two distinct models were identified: academic-accompanied, group “study tours” and unaccompanied individual placements. International WIL is common in paramedicine but placement models, rationale and expected learning experiences are diverse.Originality/valueInternational WIL is an increasing component of paramedicine and other health discipline degrees, yet the pedagogical rationale for their inclusion and typology is not always clear. This paper provides an insight into the variance in international WIL typology in a single health discipline highlighting the heterogeneity and need for future research linking into the structure, support and assessment of international WIL.

Journal

Higher Education, Skills and Work-based Learning – Emerald Publishing

Published: Jun 17, 2021

Keywords: Work integrated learning; International work placement; Practice models; Undergraduate paramedicine

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