Shibshankar Saha

Years of Experience in Paramedic classes

10

Teaching Experience in detail in Paramedic classes

Introduction to Paramedical Education Paramedical education bridges the gap between theoretical medical knowledge and practical healthcare service delivery. The objective is to develop technically sound, emotionally intelligent, and ethically grounded professionals. Teaching in the paramedical sector, especially for courses like GDA and PA, requires a multi-disciplinary approach involving medical science, communication, ethics, and practical skills. Role of the General Duty Assistant (GDA) GDAs play a vital role in providing bedside care and basic clinical support under the supervision of nurses or doctors. They assist patients in activities of daily living, maintain hygiene, help with mobility, and offer emotional support. My role in training GDAs primarily focuses on the following areas: Curriculum and Modules Taught: Basic Human Anatomy and Physiology Introduced students to the structure and function of the human body. Patient Care and Hygiene Taught techniques in grooming, feeding, bathing, and toileting of patients. Infection Control Explained standard precautions, use of PPE, hand hygiene, and biomedical waste segregation. Vital Signs Monitoring Provided training on measuring blood pressure, pulse, temperature, and respiratory rate. Emergency Response Conducted simulations on CPR, bleeding control, and managing unconscious patients. Soft Skills and Communication Focused on interpersonal skills, empathy, and dealing with patients and families. Ethics and Professionalism Emphasized confidentiality, respect, punctuality, and teamwork. Practical Training: A significant part of GDA training is hands-on experience. I organized clinical visits to hospitals, old-age homes, and primary healthcare centers. Students were assessed through real-life simulations and OSCEs (Objective Structured Clinical Examinations). Assessment & Feedback: I conducted regular theory exams, skill demonstrations, and practical tests. Constructive feedback sessions were integral in improving student confidence and performance. Role of the Pharmacy Assistant (PA) Pharmacy Assistants support licensed pharmacists in preparing and dispensing medications. They are responsible for inventory, labeling, documentation, and patient communication. My experience in teaching PAs focuses on integrating pharmaceutical knowledge with regulatory compliance. Curriculum and Modules Taught: Basic Pharmacology Introduced drug classifications, dosage forms, and therapeutic uses. Pharmacy Law and Ethics Explained the Drugs and Cosmetics Act, patient privacy rights, and ethical dispensing. Prescription Handling Trained students on reading, interpreting, and verifying prescriptions. Dispensing Techniques Covered calculations, labeling, repackaging, and medication storage. Inventory Management Explained stock control, expiry tracking, and documentation. OTC Medication Guidance Taught how to advise on over-the-counter drugs, supplements, and minor ailments. Communication Skills Focused on interaction with customers, counseling on drug use, and managing queries. Practical Training: I arranged workshops in retail and hospital pharmacies where students practiced real-time inventory entry, medicine dispensing, and patient interaction under supervision. Digital Tools: To keep up with advancements, I incorporated digital training in pharmacy software like Marg ERP and retail management tools. Students learned data entry, billing, and computerized drug labeling. Pedagogical Approach My teaching philosophy integrates experiential learning, visual aids, role-playing, and case-based discussions to engage learners actively. I maintain a student-centric approach, adapting my methods to different learning paces and styles. Simulation-based Learning: Used mannequins and mock setups for GDA and PA training scenarios. Group Discussions and Peer Learning: Encouraged teamwork and exchange of knowledge through group tasks. Multimedia Tools: Employed videos, PowerPoint presentations, and interactive quizzes. Continuous Mentorship: Guided students individually, addressing their academic and emotional needs. Challenges and Solutions Low Academic Background: Many GDA/PA trainees come from non-science or rural backgrounds. I simplified medical jargon and used regional language (when needed) to ensure understanding. Skill Retention: Hands-on skills tend to fade without repetition. I implemented weekly skill refreshers and practice logbooks. Emotional Resilience: Dealing with patients can be emotionally draining. I organized motivational talks and shared coping strategies. Achievements and Impact Over 350+ students trained successfully, with a high placement rate in hospitals, nursing homes, and retail pharmacies. Developed Standard Operating Procedures (SOPs) for training labs, improving consistency in teaching and assessment. Created student workbooks for both GDA and PA courses, integrating theory and practical exercises. Collaborated with local healthcare providers to offer internship opportunities for students. Conducted community outreach programs where trainees offered basic health checks and medicine awareness in rural areas. Collaboration and Continued Learning I regularly attend workshops, webinars, and training-of-trainers (ToT) programs to stay updated with the latest healthcare practices and educational strategies. I also collaborate with healthcare professionals to revise curriculum content, ensuring industry relevance. Conclusion Teaching in the paramedical field, especially for GDA and PA roles, is not just about imparting knowledge—it is about shaping compassionate, skilled, and responsible healthcare workers. My teaching experience has been a journey of mutual learning.