TY - JOUR
T1 - Appropriateness of action learning in the physical and virtual spaces
T2 - A discussion
AU - Willis, Sam
AU - Prass, Nicolas
AU - Karstadt, Lyn
PY - 2017
Y1 - 2017
N2 - Paramedics are autonomous health professionals who must graduate into the workforce with complex problem-solving skills, an ability to exercise critical thinking, and clinical reasoning skills to challenging situations, if they are to practise safely. Face-to-face action learning (AL) has long been acknowledged for contributing to the development of such skills, by providing a platform for structured thinking, group working, and a tool for developing participant's ability to ask insightful questions (Pedler et al, 2005) and more recently, action learning in the virtual space is becoming increasingly popular. Virtual action learning has emerged for reasons including globalisation, where the emergence of multi-national and dispersed students has become commonplace (Dickenson et al, 2010) and advances in technology that have allowed more collaborative communication. This discussion paper provides an introduction and background to action learning (AL), virtual action learning (VAL) and explores the appropriateness of these paradigms as a tool for embedding reflective practice and problem-solving skills among undergraduate student paramedics.
AB - Paramedics are autonomous health professionals who must graduate into the workforce with complex problem-solving skills, an ability to exercise critical thinking, and clinical reasoning skills to challenging situations, if they are to practise safely. Face-to-face action learning (AL) has long been acknowledged for contributing to the development of such skills, by providing a platform for structured thinking, group working, and a tool for developing participant's ability to ask insightful questions (Pedler et al, 2005) and more recently, action learning in the virtual space is becoming increasingly popular. Virtual action learning has emerged for reasons including globalisation, where the emergence of multi-national and dispersed students has become commonplace (Dickenson et al, 2010) and advances in technology that have allowed more collaborative communication. This discussion paper provides an introduction and background to action learning (AL), virtual action learning (VAL) and explores the appropriateness of these paradigms as a tool for embedding reflective practice and problem-solving skills among undergraduate student paramedics.
U2 - 10.12968/jpar.2017.9.5.196
DO - 10.12968/jpar.2017.9.5.196
M3 - Article
SN - 2041-9457
VL - 9
SP - 196
EP - 200
JO - Journal of Paramedic Practice
JF - Journal of Paramedic Practice
IS - 5
ER -