Developing Empathy in Paramedic Students Using Didactic and Deliberate Practice Education Programs: A Mixed-Methods Study

Internet Journal of Allied Health Sciences and Practice Volume 23 Number 4 Article 28 October 2025 Developing Empathy in Paramedic Students Using Didactic and Deliberate Practice Education Programs: A Mixed-Methods Study Nick J. Waltrich Deakin University, Jade Sheen PhD Deakin University, Mathew Ling Deakin University, Melissa O'Shea Deakin University, Follow this and additional works at: https://nsuworks.nova.edu/ijahsp Part of the Emergency Medicine Commons, Interprofessional Education Commons, and the Psychiatry and Psychology Commons Recommended Citation Waltrich NJ, Sheen J, Ling M, O'Shea M. Developing Empathy in Paramedic Students Using Didactic and Deliberate Practice Education Programs: A Mixed-Methods Study. The Internet Journal of Allied Health Sciences and Practice. 2025 Oct 15;23(4), Article 28. This Manuscript is brought to you for free and open access by the Dr. Pallavi Patel College of Health Care Sciences at NSUWorks. It has been accepted for inclusion in Internet Journal of Allied Health Sciences and Practice by an authorized editor of NSUWorks. For more information, please contact . Developing Empathy in Paramedic Students Using Didactic and Deliberate Practice Education Programs: A Mixed-Methods Study Abstract Purpose: Paramedics often attend to patients presenting with a mental illness, however research suggests paramedics have difficulties when attending to this patient cohort. Conversely, clinical psychologists receive training that focuses on developing strong therapeutic relationships with their patients through the use of empathy. As research has highlighted that paramedic students are known to demonstrate low levels of empathy, this study aimed to investigate the utility of two education methods used in clinical psychology training, didactic teaching and deliberate practice (DP), to develop the skill of empathy in paramedic students. Method: Students currently enrolled in an Australian paramedic university degree were recruited to participate. Participants (n = 32) were randomly allocated to one of two education programs aimed to develop their empathy: didactic teaching or DP. Participant’s empathy scores were measured before and after participation in the education programs via online simulation activities. Pre-post empathy scores were analysed using a 2x2 mixed ANOVA. A subset of participants also participated in interviews outlining their experience of the education programs and main learnings. Results: Quantitative results demonstrated that participants allocated to either empathy education program showed significantly higher levels of empathy post the education programs. However, there was no significant difference in the overall improvements in empathy scores associated with either education program. Qualitative analysis of interview data revealed different themes for each education program. Interviews with participants from the didactic education program revealed two themes: Flexibility over structure and Empathy is treatment. Interviews with participants from the DP education program revealed two themes: Confronting but beneficial and A slower, more human approach. Conclusion: Paramedic student’s empathy can be developed with short, targeted education programs using education methods borrowed from clinical psychology training. This better equips paramedic students to provide better patient care to those presenting with a mental illness. Universities and ambulance services may look to incorporate empathy training for paramedic students and qualified paramedics. Author Bio(s) Nicholas Waltrich is currently an operational paramedic working in Victoria, Australia. He is also a registered psychologist and works in a youth forensic setting. Associate Professor Jade Sheen, SFHEA, MAPS, is a clinical psychologist and research who works as an associate professor at Deakin University and as a Clinical/Health Psychologist and Family Therapist. Mathew Ling, PhD., is a Research and Evaluation Lead at Neami National, a Community Mental Health Services Provider in Australia. He holds an Adjunct Research Fellowship at Deakin University. Melissa O'Shea is a clinical psychologist and leads postgraduate clinical psychology training at Deakin University. She also holds qualifications in clinical leadership and is passionate about developing workready clinical psychology graduates. Her research interest includes innovation in teaching and learning in professional psychology and integrative psychology Acknowledgements The authors would like to thank the following people/organisations: - Skillsetter for allowing the use of their online skill-building platform for this study - Kaye Frankcom Consulting for delivering the Deliberate Practice education stream of this study - Karina Nurse (Doctoral of Psychology student) for rating the participant’s videos for their level of empathy - Beaumaris Theatre Inc. for their services in developing the video stimuli This manuscript is available in Internet Journal of Allied Health Sciences and Practice: https://nsuworks.nova.edu/ijahsp/vol23/iss4/28 Dedicated to allied health professional practice and education Vol. 23 No. 4 ISSN 1540-580X Developing Empathy in Paramedic Students Using Didactic and Deliberate Practice Education Programs: A Mixed-Methods Study Nick J. Waltrich Jade Sheen Mathew Ling Melissa O'Shea Deakin University Australia ABSTRACT Purpose: Paramedics often attend to patients presenting with a mental illness, however research suggests paramedics have difficulties when attending to this patient cohort. Conversely, clinical psychologists receive training that focuses on developing strong therapeutic relationships with their patients through the use of empathy. As research has highlighted that paramedic students are known to demonstrate low levels of empathy, this study aimed to investigate the utility of two education methods used in clinical psychology training, didactic teaching and deliberate practice (DP), to develop the skill of empathy in paramedic students. Method: Students currently enrolled in an Australian paramedic university degree were recruited to participate. Participants (n = 32) were randomly allocated to one of two education programs aimed to develop their empathy: didactic teaching or DP. Participant’s empathy scores were measured before and after participation in the education programs via online simulation activities. Pre-post empathy scores were analysed using a 2x2 mixed ANOVA. A subset of participants also participated in interviews outlining their experience of the education programs and main learnings. Results: Quantitative results demonstrated that participants allocated to either empathy education program showed significantly higher levels of empathy post the education programs. However, there was no significant difference in the overall improvements in empathy scores associated with either education program. Qualitative analysis of interview data reveale (...truncated)