Fleming College’s health-care programs, including for paramedics, provide students with hands-on training in simulation settings, ranging from simple manikin-based practice to complex, multi-program scenarios.supplied
As Canada faces pressing health-care workforce shortages, Fleming College is stepping up with innovative programs that combine cutting-edge simulation, cultural awareness and deep community partnerships to enhance learning and prepare students for rewarding careers in high-demand sectors.
“We rely heavily on simulation across our Paramedic, Practical Nursing and Personal Support Worker programs,” says Nick Stone, associate vice president, Applied Health. “That ranges from simple manikin-based practice to complex, multi-program scenarios like mass casualty events, where students from paramedic, nursing, police and fire work together in a staged disaster response.”
Health-care learning environments at Fleming are supplemented by state-of-the-art technology, including Fleming’s simulation lab, which projects interactive 360-degree environments, from downtown alleys to hospital operating rooms, says Mr. Stone. “The augmented and virtual reality platforms allow students to experiment but also to develop competencies and confidence in a risk-free setting. Once they master the equipment in a virtual world, we transition them onto the real equipment and real-world scenarios where they gain practical hands-on experience.”
Innovation at Fleming is not just technological. The college embeds Indigenous perspectives and knowledge into every health program, ensuring graduates carry cultural awareness into their future practices. Students can pursue additional electives and extracurricular activities – and also earn an Indigenous Perspectives designation alongside their diploma, notes Mr. Stone. “That cultural understanding gives our graduates a leg up, particularly in rural and remote areas.”
For Dr. Theresa Knott, acting co-president, innovation is also driven by the imperative to stay responsive to the communities Fleming serves – and extend beyond that to address provincial priorities. It means listening closely to local and provincewide needs.
“Sometimes, it’s the community reaching out to us,” she says. An example is when a cardiology clinic came to Fleming about the shortage of diagnostic cardiac sonographers. Those tests are critical – about 70 per cent of medical decisions are based on diagnostics, she notes. “We designed a new program to help fill that gap and are in the process of launching it soon. It’s about staying connected with various health professions to keep up with what’s happening in Ontario and across the country, while staying ahead on the tech side.”
Strong partnerships with hospitals, care facilities and community organizations make this possible, explains Dr. Knott. These relationships not only ensure clinical placements but also shape curriculum, from equipment selection to learning outcomes, and they open the door to new delivery models.
In some long-term care homes, Fleming has created “living classrooms” where students learn on-site. Hybrid programs provide accessibility, flexibility and reduced costs, says Dr. Knott. “We provide them with resources and an avenue for training, so they don’t have to leave their home. The support stays in the community. At the core, community colleges are about their community. They are positioned around flexibility and adaptability. I think that speaks to the agility we can have to respond quickly to address needs. That’s the real strength of a community college system.”
Advertising feature produced by Randall Anthony Communications. The Globe’s editorial department was not involved.
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