Enhancing diversity and inclusion in paramedic education: Exploring educator and learner perspectives on asset-based initiatives

Abstract

This study investigates the perspectives of paramedic educators and students on diversity and inclusion within UK paramedic education, with a focus on the application of the Asset-Based Community Development (ABCD) framework. Using a mixed-methods approach, data was collected from interviews with seven educators, a focus group with four ethnic minority students, a workshop involving 36 third-year students, and a survey completed by 225 students. Educators were predominantly young, White males with limited teaching experience. While many educators were unfamiliar with ABCD, they unknowingly employed asset-based practices and expressed support for its formal integration. Students reported limited ethnic diversity among peers and staff, with some having witnessed discrimination and others highlighting barriers such as cultural insensitivity, inadequate mentorship, and financial pressures. Qualitative themes revealed gaps in communication, a lack of cultural representation and inconsistent support structures. Students saw potential in the ABCD approach to foster inclusivity, but both educators and students stressed the need for institutional commitment. The study concludes that improving diversity in paramedic education requires a multifaceted strategy, including culturally responsive pedagogy, targeted outreach, mentorship programmes and systemic institutional reforms to support ethnic minority learners and enhance equity in educational outcomes.