Participatory action research in emergency care education: an indirect approach to learner support

A participatory action research (PAR) design was applied to explore learner support needs within postgraduate emergency care education, focusing on vocationally trained paramedics who accessed the Postgraduate Diploma in Emergency Care (PGDip EC) through Recognition of Prior Learning (RPL). The study examined whether a moderated, indirect participatory approach could identify support requirements without increasing workload or cognitive burden for learners. Using Mertler’s framework, three iterative PAR cycles were implemented between 2021 and 2023. The first two cycles adopted an indirect approach, combining focus group discussions, communication tracking, and questionnaires to generate data on learner engagement and institutional support. The third cycle introduced direct participation through low-burden questionnaires exploring progression and lifelong learning. Findings demonstrated how both indirect and direct forms of participation were applied across three iterative PAR cycles, illustrating methodological adaptations that enabled the incorporation of learner perspectives without increasing participant burden. Cycle 1 established a structured tutor group, Cycle 2 produced a Tutor–Student Charter, and Cycle 3 demonstrated that limited direct participation could be integrated sustainably. The research illustrates that PAR can be adapted to postgraduate contexts by moderating levels of participation according to learner readiness. This approach offers a flexible, rigorous methodology that supports inclusion and informs the design of institutional support frameworks for vocational learners transitioning into higher education.