Perceptions of academic performance in 1st year paramedicine students

Perceptions of academic performance in 1st year paramedicine students

Introduction
High student academic expectations have led to an increase in academic appeals and review of grade requests in Australian undergraduate paramedicine programs. This study sought to explore student perceptions of future academic performance based on previous academic results, and to identify if discordance exists between anticipated and actual achieved university grades.

Aim
The study explores, through mixed methods, perceptions of first year paramedicine students about their university academic performance based on previous studies.

Method
The mixed methods study surveyed first year students (N=50) from two large university paramedicine programs. The questionnaire consisted of demographical questions, 21 Likert scale questions, of which six included a free text component. Students consented to take part in the study, which was approved by a large university human research ethics committee.

Results
Participants were high school leavers, had completed tertiary preparation programs or ungraduated studies, or had completed other studies such as vocational courses. Most high school leavers (75%) had an ATAR between 81 and 99.95. Participants who had completed previous university studies (56.25%) had achieved a GPA of 6.1 - 7. A direct correlation between previous results and anticipated results was found in the quantitative data, with grade expectations of 75% or higher across all assessment types. Participants (72%) felt previous studies had prepared them well for tertiary paramedicine programs. Conversely, the qualitative data indicated participants had apprehension, anxiety, unfamiliarity, and lack of confidence about their anticipated performance.

Conclusion
Students entering paramedicine degrees with high achievement in previous studies have an expectation of similar grades. However, underlying feelings of anxiety and uncertainty were found in the qualitative data. Results indicated a fixed mindset around perceived university performance despite underlying anxieties. Further work by educational institutions is necessary to develop programs to equip students with an open mindset to encourage reflective and resilient learners.

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