Mapping the future: A scoping analysis of paediatric content in Australian paramedic curriculum

Introduction The rise of formal degree programs has significantly expanded professional and independent paramedicine systems globally. Paramedicine now includes a wide range of responsibilities, from managing life-threatening conditions to addressing diverse patient needs. However, current education frameworks often lack specificity, being largely adapted from other clinical disciplines. This study aims to provide a comprehensive description of the current state of undergraduate paramedic education concerning paediatric content in Australia. Methods A content analysis was conducted on publicly available curriculums from accredited Australian universities offering Bachelor of Paramedicine programs. Initial data analysis involved searching for paediatric terminology in learning outcomes and/or synopses. Subsequent analysis of curricula from institutions that completed member checking comprised two components: a descriptive arm to quantitatively assess paediatric education and an inductive arm to qualitatively explore categories of paediatric curriculum. Results Curriculum of 15/16 programs were searched, revealing a median of three units which included paediatric terminology in learning outcomes or unit synopses. Four institutions across five Australian states completed member checking, revealing a national median paediatric content inclusion of 0%. Only 32% of units included any paediatric content, with a median inclusion of 10%. Examination of the hidden aspects of curriculum highlighted discrepancies between learning outcomes and paediatric content percentages. No overarching degree learning outcomes mentioned paediatrics. Unit learning outcomes that had paediatric mention were categorised into three groups: content, conceptual understanding and skills development. Additionally, distribution analysis revealed a notable emphasis on non-technical skills, potentially overshadowing core knowledge essential for paediatric care. Discussion The findings underscore the need for curriculum reform, to enhance paramedic student preparedness to manage paediatrics. Scaffolding paediatric content into the curriculum could foster a comprehensive understanding of patient care and mitigate disparities in paediatric management. Collaboration with stakeholders and innovative teaching methodologies hold promise for advancing paediatric education in paramedicine.