ParaPodcast

The Parapostcast YouTube channel delivers insightful analyses of the unique challenges, experiences, and perspectives within the paramedic profession.

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Judy explains why her experimental assessment carried a smaller share of the overall mark.

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What did you try—and what did not work? Judy explains why sharing those lessons matters.

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A useful teaching project can be worth sharing. Judy encourages educators to write about the work they are doing.

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Ask open questions, challenge the answer and avoid asking AI only to confirm your view.

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Judy discusses cognitive load and checklists in an education example. AI-generated checklists still need critical review.

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An AI-generated checklist is a starting point for critique. Judy explains a classroom exercise using a hypothetical patient.

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Judy discusses follow-up care in the community and keeping lower-acuity care close to patients.

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What could the future of paramedicine look like? Judy explores bringing care closer to the community.

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Judy describes building a refresher curriculum with free, open-access learning resources.

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Course fees are only part of the cost. Judy explains how travel, accommodation and leave can become barriers to education.

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Could rescue become a postgraduate specialisation? Judy offers a perspective on training and professional roles.

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What information are we giving an AI tool? Judy discusses confidentiality in health professional education.

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Students learn to critique articles. Judy argues that AI outputs need the same critical attention.

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Referencing, critical reading—and AI literacy. Judy explains why these skills belong together.

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From Cape Town to Netcare's training college: Judy shares part of her journey in paramedic education.

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Professionalism also applies to digital tools. Judy discusses what students need to learn.

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Recorded lectures and flexible study blocks can help paramedics studying from remote sites. Judy explains the approach.

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AI can produce an answer. Can it observe the patient in front of you? Judy explores the role of clinical judgement.

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How can educators help students use AI thoughtfully? Judy makes the case for teaching the skill.

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Educators, are you evolving with the times?

If not, you're failing your students.

What's your take?