Awareness and First Aid
Jacques Lemley is one of three educators at the Mediclinic Higher Education Institution at Tijger Park.
“In my experience, the best students aren’t necessarily those with the strongest academic backgrounds - they’re the ones with genuine passion. When students are truly engaged with emergency medicine, they go the extra mile to enrich themselves. That makes all the difference in their development as healthcare professionals.
As the second-year coordinator of the Diploma in Emergency Medical Care at the Mediclinic Higher Education Institution, my responsibility is to guide second-year students through their educational journey in emergency medicine. This is a 240-credit SAQA-accredited qualification; and the curriculum I teach is divided into two main components: theory and practical emergency medical care.
In theory and in practise
The theoretical component builds on first-year fundamentals but pushes students into critical thinking and problem-solving scenarios. We cover critical care topics like ventilators, high-flow oxygen, management of infusion medication and devices, and even NICU incubators. Students also complete a specific number of clinical hours in various settings, including NICU, obstetrics, primary healthcare clinics, day hospitals, general ICU, and cardiac ICU.
In addition, I teach an introduction to medical rescue, which includes high-angle rescue (rope work) and fire search and rescue. There’s substantial theory involved, but we also get practical with equipment operation and testing; communication in difficult environments; and search patterns and patient retrieval techniques. Light motor vehicle rescue is another component, where students learn about using tools like the jaws of life and safety principles during extrication. These skills are particularly valuable for practitioners who might work in rural settings where they need to assist with various rescue operations.
Students also receive instruction from specialists in anatomy, physiology, chemistry and physics. Nursing educators teach specific skills like catheter insertion, maternity procedures, and handling complicated deliveries.
What makes my role fascinating is the variety of learning we cover. One day we’re engaged in debates, the next in hands-on practical work, and another day we’ll focus on complex problem-solving exercises.
Finding my path
Though I began studying horticulture at CPUT in 2007, my career path changed when the Department of Health offered intern positions for the 2010 World Cup. In retrospect, my interest in emergency medicine was always there. I was involved with first aid at school and volunteered with the National Sea Rescue Institute (NSRI).
After completing basic life support training and working for the government for two years, I pursued a National Diploma in Emergency Medical Care at CPUT. This led to a position as an Advanced Life Support paramedic in Worcester while I completed my B.Tech part-time to become an Emergency Care Practitioner.
In 2016, I joined ER24 in Worcester as an operational paramedic. Following my daughter's birth in 2017 and my wife's move to Mediclinic’s corporate office in Stellenbosch, I transitioned to my current role as an ER24 educator.
The rewards and the challenges
The most rewarding aspect of my role is knowing I’ve helped shape future ER24 paramedics. Seeing my former students operating independently while still reaching out for occasional advice and guidance fills me with pride.
People often tell me I’m a natural teacher, though I’ve learned on the job rather than through formal teaching education. I prefer not to rely on traditional techniques like PowerPoint presentations. Instead, I challenge my students to think differently, to approach problems from various angles and develop their critical thinking skills. Sharing my knowledge is incredibly fulfilling.
Transitioning to an office environment was initially challenging. I used to thrive in the unpredictable environment of operational emergency response, where every call was different. The substantial administrative load that comes with teaching was also an adjustment. But I love what I do.
A significant part of being a paramedic extends beyond technical and medical skills. I teach my students the importance of “soft” skills, too. I emphasise that it’s not just what you say but how you say it that matters. Our goal is to produce well-rounded professionals who can handle both the technical demands and the human aspects of emergency medicine.”