Undergraduate paramedic student competency assessment: A grounded theory study explaining how assessors in Australia and New Zealand determine student competency to practice

• Published in: Paramedicine 2023-07, Vol.20 (4), p.94-106
• Main Authors: Smith, Anthony Clement, Andersen, Patrea, Carey, Michael
• Format: Article
• Language: English
• ISSN: 2753-6386; 2753-6386
• DOI: 10.1177/27536386231165542

Purpose: With the transition of paramedic education from a vocational training platform to an academic environment, the absence of a standardised paramedic university curriculum has resulted in little congruity in assessment, including expectations regarding competency assessment. The application of differing standards in assessment processes in undergraduate paramedic programmes has raised questions regarding the competence of graduates. Aim: This research aimed to discover how paramedic assessors in academia and ambulance services determine the professional competence of undergraduate paramedic students within Australia and New Zealand. Methods and analysis: Glaserian Grounded Theory (GGT) was chosen as the methodology as it describes an experience or problem and provides a means of understanding what is happening in the area of interest. Twenty-two paramedic assessors participated in the enquiry. Theoretical sampling directed methods of data collection which included interviews and the use of literature and professional documents. In keeping with GT, constant comparative analysis was used to analyse data. Results: Three categories emerged from the analysis. These are engaging, measuring and moderating. Commonalities and interaction between these categories confirm the presence of the Basic Social Process ‘aligning’ and associated concepts and properties inherent in the emergent substantive theory Paramedic Assessment Process. Conclusion: PAP describes and explains the process that academics and on-road paramedics employ to assess the practice competence of paramedic students and highlights situations that raise concern about assessment practices that may compromise the rigour and validity of assessment outcomes.