A87 Live Virtual Placements: An alternative to traditional ‘in person’ placements

Richard Ward, Antony Freeman, Tom Davidson, David Brown, Charles Everard, Alex Martin-Verdinos, Catherine O’Leary
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Abstract

The role of the paramedic is diversifying, and universities need to respond by developing curriculums that support paramedic graduates to meet future workforce needs. Placements are key to our students developing the necessary competencies to become qualified paramedics and the pressure is on universities to offer a wide range of placements to reflect professional diversification. In addition, Health and Care Professions Council’s new standards of proficiency acknowledge that paramedics of the future are likely to consult patients in the virtual world [1]. As universities strive to meet this demand, they are often faced with placement capacity issues. Rising student numbers, staff retention issues and competition for placements from other healthcare students can make it extremely challenging to secure placements, especially in desirable areas such as primary care. The author, with the support from colleagues, was successful in obtaining funding from Health Education England to pilot a series of live virtual placement experiences, the first of which was successfully delivered on 20th April. On this date, 30 learners from our paramedic degree apprenticeship programme, in a classroom on our Lancaster campus, virtually attended a live clinic in a primary care setting in the south of England. The clinic was rigged with various cameras and microphones, with real patients consenting to being filmed. The experience comprised of 5 patients, with the lead clinician providing a brief to the learners before each patient arrived for their consultation. Afterwards, the clinician would complete their clinical documentation before engaging in a two-way conversation with our learners and academic staff via Microsoft teams. Following the clinic, our apprentices had the opportunity to consolidate their learning via case study driven seminars which linked to the mornings experience. Overall, student feedback was supportive, with the majority stating they found the experience enjoyable and engaging. The video stream of the placement was recorded for reuse in the programme’s curriculum, and we hope that future live virtual placements will see other professions, such as physiotherapy and nursing, take part. Eventually, we want to develop the model for other disciplines and placement settings The academic team are looking forward to the second of three experiences, in May, with the view to contributing to the growing evidence base in this area, to reflect the value that we believe ‘Live Virtual Placement’ experiences have in the development of our future workforce. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A87实时虚拟位置:传统的“面对面”位置的替代方案
护理人员的角色正在多样化,大学需要通过开发课程来支持护理人员毕业生满足未来的劳动力需求。实习是培养学生成为合格护理人员的必要能力的关键,大学面临着提供广泛实习的压力,以反映专业的多样化。此外,健康和护理专业委员会的新熟练程度标准承认,未来的护理人员可能会在虚拟世界中咨询患者[1]。随着大学努力满足这一需求,他们经常面临安置能力问题。不断增加的学生人数、员工保留问题以及来自其他医疗保健专业学生的实习竞争,使得获得实习极具挑战性,尤其是在初级保健等理想领域。在同事的支持下,提交人成功地获得了英国健康教育的资助,以试行一系列现场虚拟实习体验,其中第一个于4月20日成功交付。在这一天,来自我们的护理学位学徒计划的30名学习者,在我们兰开斯特校区的一间教室里,在英格兰南部的一个初级保健机构参加了一个现场诊所。诊所安装了各种摄像机和麦克风,真正的病人同意被拍摄。该体验由5名患者组成,在每位患者到达会诊之前,首席临床医生向学习者提供简要说明。之后,临床医生将完成他们的临床文件,然后通过微软团队与我们的学习者和学术人员进行双向对话。在诊所之后,我们的学徒有机会通过案例研究驱动的研讨会巩固他们的学习,这些研讨会与早晨的经验有关。总的来说,学生们的反馈是支持的,大多数人表示他们觉得这段经历很愉快,很吸引人。实习的视频流被记录下来,以便在该项目的课程中重复使用,我们希望未来的实时虚拟实习能看到其他职业的参与,比如物理治疗和护理。最终,我们希望为其他学科和安置设置开发模型。学术团队期待着5月份的第三次体验,以期为该领域不断增长的证据基础做出贡献,以反映我们认为“实时虚拟安置”体验在我们未来劳动力发展中的价值。作者确认已符合研究行为和传播的所有相关伦理标准。提交作者确认已获得相关的伦理批准(如适用)。
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