Factors that Affect Academic Success: The Perspective of First Year Emergency Medical Care Students in a Private Institution in South Africa

Abstract

This study examines the factors that facilitate or impede the academic progression of first- year students in the Diploma in Emergency Medical Care (DEMC) program at a private South African institution. It focuses on the Emergency Medical Care I (EMC I) modules. The research adopted a qualitative approach, emphasizing a constructivist perspective to uncover the students’ genuine experiences and identify factors that elevate or hinder them, particularly given that many do not progress beyond the first year. Given the scarcity of paramedics, the study seeks to understand the challenges these students face in EMC I. The research conducted semi-structured interviews with thirteen first-year students explicitly selected for their diverse backgrounds. Their remarks were meticulously examined through reflexive thematic analysis, ensuring ethical rigor and robustness. Three prominent themes, namely learning environments, personal factors, and support structures were identified in this study. Practical experiences including clinical shifts and simulations, ignite students' enthusiasm and enhance their skills, although the stress and distressing situations they encounter might overwhelm them. Their ability to manage pressure, motivation, life experience, and academic strategies significantly impact outcomes. Support from mentors, college resources, and familial encouragement sustain them. Nevertheless, several families do not fully grasp the demands of EMS. The relationship between intrinsic resilience and external assistance is crucial, particularly in health sciences, while emphasizing the often-overlooked domain of pre-hospital care. The study promotes enhanced preparatory courses to strengthen foundational skills, resilience workshops to fortify mental toughness, additional mentorship opportunities to provide guidance, and supplementary simulations to alleviate anxiety. The study was limited to a single institution in Gauteng, which may not capture the diversity of student experiences across other programs or regions in South Africa. Broader implementation and longitudinal tracking are recommended to better understand and support the successful completion of DEMC students, equipping them to serve effectively in South Africa's demanding pre-hospital environment.