Senior Lecturer in Paramedic Science

I have been teaching in the healthcare arena since 2012, mainly with the NHS Ambulance Service, and now with the University of Bedfordshire. I have developed a keen interest in medical education beyond Paramedic Science with a focus on simulation and pedagogy, exploring how we can innovate and enhance learning for practice.

I took up my position as Paramedic Lecturer in 2018 and enjoy adopting both creative and innovative approaches to teaching. The course units that I design and teach, along with my Master's research, are deeply intertwined. I believe that there is so much to learn and explore, as we seek to better ourselves and future healthcare professionals. The challenges and problems in healthcare education force us to be dynamic in our planning and intelligent in our delivery.

I write with clear bias, when I say there are two great careers in this world, firstly, being a paramedic; secondly, educating. It is immensely rewarding working with passionate colleagues who seek excellence, and passionate students who embrace their independence in creating their personal learning experiences.

It is extremely rewarding working for a university that is passionate about widening participation as my own journey has not been blessed with educational fortune, however, with special individuals along the way offering their time, the right advice, opportunities to grow, and shared visions, I have been able to enjoy successes as a mature student. So, my drive is quite simple, reciprocate and feed forwards, invest in the future of our profession and encourage self-determination.

Many educational and pedagogical scholars and health professionals have cited Alexander Pope's (1711) phrase 'To err is human;...', however, the full phrase is often left out. 'To err is humane; to forgive, divine.' Education must be a safe place where mistakes are embraced, encouraged, and developed so confidence can grow, moral and ethical practices nurtured, and cultural-historical activities challenged. The full poem by Pope (1711) reads:

Ah ne'er so dire a Thirst of Glory boast,
Nor in the Critick let the Man be lost!
Good-Nature and Good-Sense must ever join;
To err is Humane; to Forgive, Divine.

As we foster concepts of relationship and critical pedagogy (Freire, 1998; Giroux, 2010), we not only build relationships based on knowledge, critical thinking, and positive inquiry, but we build relationships with each other (lecturer and student) through a wider, stronger community of practice (Lave & Wenger, 1991; Shor, 1996; Wenger, 1998).

Other References

• LinkedIn: Allan Sunderland

Qualifications

• MA in Medical Education
• IOSH Manual Handling
• Registered Paramedic
• L3 Internal Quality Assurer
• Member of the College of Paramedics
• Registered with the Health and Care Professions Council

Teaching Expertise

• Practice Mentorship
• Course leader Paramedic Education (NHS)
• Quality Assurance
• Unit Lead for Undergraduate Paramedic Science

Research Interests

• Simulation
• Reflection models in pre-hospital care
• Mentoring
• Pedagogy
• Activity Theory

Projects

• The use of simulation in the preparation of undergraduate paramedics for patient-facing roles.
• The psychological effect of working in the NHS during a pandemic (Paramedic Study): Student Perspectives.

External Roles

• Practicing paramedic

Contact Details

T: +44 (0)1582 743077
E: allan.sunderland@beds.ac.uk