How to Become a Paramedic: My Journey in Paramedic Education
My passion for education and adult learning developed over time. In my younger years, I had ambition but lacked direction, guidance, and mentorship. As a young ambulance officer with the Ambulance Service of New South Wales (ASNSW), I stumbled upon a paper on paramedic training by Dr. Bob Wright of St. Vincent’s Hospital in Sydney. His work laid the foundation for paramedic systems in Australia, and I realized the path I needed to take. Every paramedic in Australia, myself included, owes him a debt of gratitude.
Dr. Wright once said, “Great maturity, an ability to think clearly under extreme pressure, teamwork, critical time management skills, dedication, focus, and commitment are just some of the personal qualities that paramedics must possess to handle the life-threatening situations they face daily” (Wright, 1979).
However, in the remote regions where I started working, inspiration and meaningful learning experiences were scarce. You had to actively seek them out; they didn’t come to you. I learned that everyone can teach you something—you just need to figure out what the lesson is. When I began training as an Intensive Care Paramedic (ICP) in Sydney, I was fortunate to have several skilled mentors guide me along the “Wright” path.
During my ICP training, I was mentored through an apprenticeship-style system by senior clinicians who generously shared their knowledge and life experiences. These individuals helped me break down complex challenges into simple solutions, and their patience left a lasting impression. They taught me the importance of keeping things simple, which is a lesson I try to impart to my students today.
Their willingness to pass on knowledge inspired me to do the same. The idea of “paying it forward” became a core value for me—helping create a ripple effect that improves not just individual clinicians, but also patient care, and perhaps the world.
The Art of Lifelong Learning
One of my most impactful mentors was the principal of a local community college. He taught me the importance of lifelong learning and how to teach in a way that meets learners where they are, rather than lecturing from a distance. This approach, grounded in mutual respect and understanding, profoundly influenced my own teaching style.
The Path to Becoming a Paramedic
To work in healthcare, particularly as a paramedic, you must start with a desire to help others. As an educator, my goal is to make my trainees better clinicians than I am. While I can only achieve so much in one career, mentoring allows me to extend my influence on patient care far beyond my own experiences.
My education as a paramedic was funded by taxpayers through the NSW Ambulance Service. I was paid to work and learn on the job, an invaluable experience compared to today’s students who must first complete a Bachelor of Paramedic Science before they can work as paramedics. Graduating with a degree and a HECS debt is the norm now, but the vocational pathway that gave me a Diploma of Paramedical Science offered me hands-on experience early on.
I later returned to university to complete my paramedic degree at Charles Sturt University, recognizing the importance of staying current with new graduates. But I never forget that taxpayers funded my initial training, and more importantly, patients trusted me to learn my trade by treating them. Sometimes I succeeded; sometimes I made mistakes, but I always learned.
Sharing Knowledge and Inspiring Growth
Creating a “lightbulb moment” for my students is one of the most rewarding aspects of teaching. If something I share—a clinical tip or a personal story—helps a student save a life down the road, all the investment and effort have been worth it.
Principles of Paramedic Education
Here are the guiding principles I apply, particularly when running paramedic training courses. As the songwriter Guy Clark put it, “It’s got to come from the heart if you want it to work.” Teaching and learning must come from a place of genuine care and concern for others.
1. Know Yourself
Understanding how you learn best makes you a better learner and teacher.
2. Be Ethical
Paramedic education must instill decision-making and judgment, crucial skills in the field. You need to know when to intervene in critical situations, balancing risk and reward.
3. Focus on Clinical Cases
Learning through real clinical cases helps people of different skill levels learn together. Everyone sees the treatment process from their own clinical perspective.
4. Respect Adult Learners
I was influenced by thinkers like Paulo Freire and Jack Mezirow. Freire believed that education should help people grow through action and reflection, while Mezirow emphasized the importance of empathy in learning, especially for paramedics in high-stress environments.
5. Make Learning Fun
If learning is boring, it won’t be effective. Make it engaging and memorable.
6. Connect Emotionally
Patient care often stirs emotions, and acknowledging those emotions in training creates a powerful learning experience. Sharing your own stories helps connect with students on a deeper level.
7. Build Knowledge on Knowledge
As adult learners, we need frameworks to connect new knowledge to existing knowledge. Like Newton said, “If I have seen further, it is because I stood on the shoulders of giants.” Build webs of knowledge, not isolated facts.
8. Use Stories
Stories capture attention and help convey complex lessons in memorable ways. Ensure the story serves a clear learning purpose.
9. Use Mnemonics and Rhymes
Mnemonic tools like DRSABCD or PQRST in chest pain give students easy-to-remember routines that become second nature in critical situations.
10. Create Lightbulb Moments
Seeing a student’s “aha” moment is one of the most rewarding aspects of teaching. When they finally connect the dots, you know the lesson has sunk in.
11. Practice Routines
Routine practice is key to success in high-pressure situations. When you’re in the midst of a critical case, routines help keep you calm and focused.
Final Thoughts
Every educator hopes to spark a lightbulb moment for their students, one that could make all the difference in a critical situation. With these guiding principles, I aim to equip future paramedics with the knowledge, skills, and confidence to succeed—continuing the legacy of those who generously passed their knowledge on to me.
References:
- Wright, R.C. (1979). Patient Management: A Symposium. Pages 39-42. August.
- Freire, P. (1972). Pedagogy of the Oppressed. New York: Herder and Herder.
- Mezirow, J. (2006). An Overview of Transformative Learning. Lifelong Learning: Concepts and Contexts, 24-38.