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The proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service…
The proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service placement capacity. The objective of this study was to establish a baseline understanding of international WIL in paramedicine university programs.
A cross-sectional study design was utilized to gather data from Australasian universities offering undergraduate paramedicine. A telephone survey was used to gather quantitative and qualitative data using a tailored questionnaire.
Of 15 eligible paramedicine programs, seven program leads participated. All offered international WIL, predominantly short-duration format in locations including United Kingdom, USA, Israel, Nepal, Indonesia, Timor-Leste, New Zealand, South Africa, Finland, Canada and Vanuatu. Two distinct models were identified: academic-accompanied, group “study tours” and unaccompanied individual placements. International WIL is common in paramedicine but placement models, rationale and expected learning experiences are diverse.
International WIL is an increasing component of paramedicine and other health discipline degrees, yet the pedagogical rationale for their inclusion and typology is not always clear. This paper provides an insight into the variance in international WIL typology in a single health discipline highlighting the heterogeneity and need for future research linking into the structure, support and assessment of international WIL.
Sarah Burroughes and John Bartle describe the highly innovative SMaRT scheme operated by Nottingham Community Housing Association. This demonstrates how the application of…
Sarah Burroughes and John Bartle describe the highly innovative SMaRT scheme operated by Nottingham Community Housing Association. This demonstrates how the application of new technologies can allow the remodelling of conventional supported accommodation and floating support approaches to create a whole new approach to supporting independence.
This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the…
This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.
Guided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.
Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.
My main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.