Applying learning design principles in the development of training materials for paramedic instructors

Abstract

In Saskatchewan, the level of medical training determines the certification of the paramedic; for example, Primary Care or Advanced Care. There is no designation for instructors, although as the governing body, the Saskatchewan College of Paramedics (SCoP) is considering moving in this direction. Currently, SCoP does not require paramedic instructors to complete training in adult learning theories or instructional design as a pre-requisite for delivering paramedic training courses. Therefore, there is a need to develop instructional materials for paramedic instructor candidates, vis-à-vis adult learning theories, learning design principles, and instructor competencies. Examination of these concepts is critical to developing a strong foundation for effective teaching and facilitation, whether face to face or online. This final report describes the plan and process for design and development of three self-paced, online module prototypes that will be used to provide “proof of concept” for a paramedic instructor certification course. The three modules cover the following three topics; adult learning theories, writing learning objectives, and designing assessments. The design and development of these online module prototypes are informed by research and include a thorough investigation of relevant literature sources to ensure the modules employ appropriate instructional and assessment strategies.