Practice-based education: a scoping review

Abstract

Background: Apprenticeships are key to ensuring that private and public employers can recruit and develop workforces. The degree apprenticeship in paramedic practice allows learners to continue academic study while participating in on-the-job training. Objectives: The aim of this UK-based scoping review is to identify the barriers and challenges in practice-based education, and link the findings to paramedic degree apprenticeships. Methods: A scoping review was undertaken to examine the literature on degree apprenticeships and the barriers and challenges within practice-based education. Findings: Six studies were reviewed. None were specific to paramedicine, so analysis and evaluation were drawn from other professions. Three main themes were identified: role of the mentor/practice-based educator; stakeholder collaboration; and apprentice support. Conclusion: Employers are key to the collaborative design of apprenticeship, yet multiple issues in terms of their working with higher education institutions exist. The interpretation of apprenticeship-specific terminology used to assess competence, and the subjective definition of expected standards were key concerns of practice educators. Employers need to provide education to practice educators to support the facilitation of learning and assessment. Responsibility for the success of apprentices lies with both employer and learner. More research is needed on barriers for each stakeholder. Employers require clearer guidance regarding funding and expectations.