Skills shortfall calls paramedic teachers



By Penny Langfield

Saving lives is an uncommon job perk. For paramedics, however, it is part of their day-to-day working life as they respond to medical emergencies and use their skills in often dramatic and challenging circumstances.

While the pressures are significant, few paramedics are keen to swap the flashing lights and sirens to teach students in the rarefied air of academe.

Tim Pointon, head paramedic at Flinders University’s school of medicine in Adelaide, says there are strong job prospects in paramedic education and research but that it is hard to woo the medics to teaching roles.

“The job itself, as a clinician, is generally a very fulfilling and popular job and people don’t want to move away from it into education,” he says.

Vocational training through ambulance services remains the norm for paramedics, but universities such as Flinders are changing the paradigm. Its bachelor of health science (paramedic) degree has been running for 13 years and encompasses practical training while tying in with other health sciences such as sociology, epidemiology and psychology. In South Australia, three years of tertiary or vocational education is rounded out with a six-month paid internship with the ambulance service.

Pointon says there is a high student demand for Flinders’ paramedic course.

“The career is fashionable. People see television programs where paramedics are featured—it can be an exciting job,” he says. “It allows a person to really develop their communication skills, their clinical decision-making skills, so there’s a lot of fulfillment in the job and I think it’s a job with a positive public image.”

As part of Flinders University’s commitment to about 300 student paramedics, it is recruiting two lecturers or senior lecturers. Pointon says ambulance officers searching for a new challenge or trying to escape shift work should consider teaching.

“It’s an opportunity to impart experience and knowledge to students and mentor and guide them into the profession,” he says. “That in itself is a fulfilling role. The teaching is a challenge and it’s an opportunity to step away from the continual shift work and the pressure of a clinical job.”

Pointon says another barrier to recruiting teachers is the pay discrepancy between on-the-job paramedic work and academe.

“University salaries don’t necessarily match what they’re getting out there, which really goes against us.”

One way this shortfall can be offset is by maintaining a part-time role in the ambulance service.

Paramedic teachers at Flinders are encouraged to maintain their industry connection by undertaking 20 per cent of their workload, or one day a week, with the ambulance service.

Pointon says hands-on industry work also preserves clinical competence, which is vital for practical training.

“The teaching team here is, in the clinical side of things, made up mostly of people from an industry background. The curriculum is worked out in liaison with industry, so we try to keep the curriculum close to what the industry wants.”

The new lecturers will spend about two days in teaching roles, with the rest of their time split between clinical placements and research.

“[It’s an opportunity to] develop yourself professionally and become a researcher in a field which is notable for its lack of research to date, so it’s really quite wide open to the type of research activities you could get involved with.”

Current research strands focus on clinical issues such as how to manage spinal injuries or patient examination techniques. A possibility also exists for teaching duties to be extended overseas and to other parts of Australia.

“There are opportunities possible for travel to the Middle East because we sold our degree to a university in Saudi Arabia, and there are also opportunities to do some teaching in regional centres like Hamilton in Victoria and the Riverland in South Australia.”

Pointon warns it is a busy job requiring great dedication.

“Those people who can fit into a busy team and begin working immediately are what I’m seeking,” he says, adding that there is a specific type of person best suited to the role.

“[We need] people who are motivated and passionate about their profession.

“I guess that sounds a bit cliched but that’s what we’re looking for, the personality type that really cares for students and professional growth.”

Article from The Australian, July, 2010.