This research set out to explore pedagogical models that could be used within Dublin Fire Brigade training settings to enhance the quality of teaching and learning for new recruits, with a focus on examining learning interactions/ engagement, learning experiences, and learning outcomes vis-à-vis knowledge-building and skills-retention for heuristic decision-making in the context of critical incidents. The research took inspiration from the DesignBased Research approach to investigate the traditional pedagogical model used within recruit training and to design and trial two adapted pedagogical models, each incorporating a fully
immersed online module at the outset and instructor-led demonstrations and assessment.
The first of the adapted models, the Blended model, included online modules that recruits
completed before the traditional training by instructors was implemented. The second
model, Tine, a station rotation model, offered opportunities for recruits to engage in the
online modules, followed by staged engagement of recruits in instructor-led learning, peer
learning, problem-based learning, and assessment of learning by instructors. The Tine model
surpassed both the Traditional and Blended models in terms of knowledge retention by
recruits. Recommendations from this study include exploration of the integration of the Tine
model in other subjects within the recruit curriculum, such as Breathing Apparatus or Pump
Operations, researching new technologies to assist the Tine model in future iterations and
conducting a review of current Road Traffic Collision training materials.