Student feedback remains central to the PPC program’s continuous improvement process. Across the 2024–2025 academic year, the program collected and analyzed extensive data from course evaluations, lab and clinical feedback, preceptorship surveys, and open-ended responses. This wide dataset includes input from all three program streams (PPC, PPC-C, and PPC-K) and spans every semester of the program.

Course evaluations remain a consistent and reliable source of feedback. In the Spring 2025 cycle:

THEO3401 received the highest overall mean score at 4.69, with strong student endorsement of instructor responsiveness and fairness of assessment.
THEO4401 improved significantly from 3.94 to 4.48, following structural adjustments, clearer lab integration, and expanded support resources.
THEO2401 maintained a solid average of 4.45, though open-ended comments identified ongoing challenges with the density of content and need for more progressive scaffolding.
THEO1402, while still above threshold, posted a lower mean of 4.22, with students noting variability in instructor delivery and alignment with lab.

Lab feedback also indicated strong satisfaction across the board, with 91 percent of students agreeing that lab environments supported learning. Facilitator preparedness (4.64), lab-theory alignment (4.58), and equipment realism were frequently highlighted as strengths. Open-ended comments praised clear expectations and simulation realism, although several students requested greater access to debriefing and clarity about how to succeed in high-stakes OSCE scenarios.

Preceptorship and clinical evaluations echoed the theme of strong preparation. In PRAT 3400 and 4400:

100 percent of students strongly agreed they felt prepared for preceptorship.
Ratings for evaluation fairness (4.68) and ability to meet competencies (4.73) were among the highest in the dataset.
In CLIN 2400, the emergency department rotation scored 4.67 overall, with 4.89 for evaluation fairness.

These results suggest that while students may face challenges earlier in the program, those who persist through to clinical placements report a strong sense of readiness and satisfaction with the program’s ability to prepare them for field application.

Open-ended student feedback across surveys revealed the following common themes:

A strong desire for more hands-on practice, particularly earlier in the program.
Requests for reduced written workload in favor of simulation and practical assignments.
Appreciation for instructors who offer detailed feedback, communicate expectations clearly, and provide structured learning paths.
Concerns about assignment extension management, particularly when policies vary across courses.
Feedback supporting the shift away from textbooks, with students reporting little use of physical texts and a preference for centralized, curated resources.

Informal and program meeting data also revealed concern about inconsistent student professionalism, particularly in lab and clinical preparation. While most students arrive engaged and respectful, lapses in deportment and accountability have been noted. This has informed action items targeting the standardization of professionalism expectations and more structured lab orientation content.

Graduate-level feedback, though more limited in volume, has been consistently positive. Graduates report strong clinical preparedness, a high degree of alignment between training and field expectations, and confidence in their foundational knowledge. Some graduates have suggested further opportunities for advanced airway practice and more focused education on autonomous IV therapy in the final semester.

Overall, student and graduate feedback reflects a program that is responsive, structured, and aligned with field realities. At the same time, this feedback has been instrumental in identifying opportunities to improve communication, refine workload pacing, and clarify behavioral expectations across learning environments.

Summary of Capstone Data: 2024–2025
The capstone evaluation data for 2024–2025 highlight important trends in student experience and readiness. By the end of the program, particularly in Semester 4, students consistently report strong outcomes across knowledge and skills, quality of learning, and work-integrated learning. Most students feel prepared to apply theory in real practice, meet required competencies, and transition confidently into post-graduation employment. These positive perceptions are closely mirrored by satisfaction rates in clinical and preceptorship placements.

Earlier semesters, and especially Semester 2, reveal some areas requiring attention. Student confidence is lower regarding use of software and technology, interpretation of numerical data, and engagement with a diverse range of ideas. Ratings for clarity of course requirements and the effectiveness of learning activities are also lower at this stage, suggesting that the initial semesters present more barriers to engagement and understanding. Organization of courses and timeliness of feedback in Semester 2 remain below the program’s usual standard. Nonetheless, professionalism, collaboration, and problem-solving remain strong throughout the program.

Work-integrated learning continues to be a defining strength, with high ratings for preparation, support, and the opportunity to apply academic learning to the field. Capstone semester results confirm that the program is highly effective in preparing students for both fieldwork and employment.

Key themes from the capstone data:

End-of-program scores are consistently high for readiness, practical application, and field preparedness
Early semesters show gaps in confidence with technology, numerical reasoning, and clarity of expectations
Work-integrated learning remains a standout success at all stages, especially at graduation
There is an opportunity to enhance student engagement, feedback mechanisms, and course organization in the foundational semesters

Targeted areas for growth:

Provide additional support and training in software and technology skills at the outset of the program
Strengthen numeracy and data interpretation skills with focused workshops or integrated modules
Review and clarify course requirements and assignment expectations in early courses to reduce confusion
Improve feedback timeliness and increase opportunities for early formative feedback, particularly in Semester 2

Overall, the capstone data affirm that the PPC program is responsive and well-aligned with professional expectations, while also pointing to specific, actionable areas for ongoing improvement.

PPC FH - Paramedic : Oshawa

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