Date of Degree
Adult and Continuing Education | Emergency Medicine
Bloom identified three separate domains for learning: the psychomotor, cognitive, and affective domains. In this thesis, I propose that for paramedic education, the affective domain is not a domain to master equal to the psychomotor and cognitive domains, but must be mastered prior to the other domains in order to fully optimize learning. I propose that students must have a basic ability to apply the skills of the affective domain, and unlike the other domains, mastery of the almost the entire domain must be achieved before a student can complete the two other domains to be successful in a Paramedic class. While there is not much research in the Paramedic field about what makes a successful student, or career paramedic, there is more research on these topics in other disciplines. This thesis will look at research studies in other medical disciplines, reviewing the characteristics and traits of successful and unsuccessful students and correlate them to the Affective Domain as defined in the Paramedic curriculum to show the necessity of the Affective Domain skills prior to the Cognitive and Psychomotor components. It will compare the current National curriculum guidelines for the Affective Domain and associate them with specific examples necessary to successfully complete a Paramedic class. In addition, Maslow’s hierarchy of needs Is reviewed in relation to v a student’s ability to attain success as a graduate and the character traits of environment. Finally, suggestions for optimizing the student’s affective domain skills as quickly as possible once they enter Paramedic class will be discussed.
Williams, Meghan, "The Affective Domain and the Intersection of Learning in Emergency Medical Technician Paramedic Education" (2018). CUNY Academic Works.
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