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Student paramedic experiences of group-based simulation activities used in assessment: a qualitative UK study.

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Titel: Student paramedic experiences of group-based simulation activities used in assessment: a qualitative UK study.
Autoren: Colthup RA; Health, Education, Policing and Sciences, Staffordshire University, Stoke-on-Trent, UK rebecca.colthup@staffs.ac.uk., Johnson GN; Health, Education, Policing and Sciences, Staffordshire University, Stoke-on-Trent, UK., Jenkins RJ; Health, Education, Policing and Sciences, Staffordshire University, Stoke-on-Trent, UK., Runacres J; Health, Education, Policing and Sciences, Staffordshire University, Stoke-on-Trent, UK.
Quelle: BMJ open [BMJ Open] 2025 Dec 04; Vol. 15 (12), pp. e101052. Date of Electronic Publication: 2025 Dec 04.
Publikationsart: Journal Article
Sprache: English
Info zur Zeitschrift: Publisher: BMJ Publishing Group Ltd Country of Publication: England NLM ID: 101552874 Publication Model: Electronic Cited Medium: Internet ISSN: 2044-6055 (Electronic) Linking ISSN: 20446055 NLM ISO Abbreviation: BMJ Open Subsets: MEDLINE
Imprint Name(s): Original Publication: [London] : BMJ Publishing Group Ltd, 2011-
MeSH-Schlagworte: Simulation Training*/methods , Allied Health Personnel*/education , Educational Measurement*/methods , Problem-Based Learning*/methods, Humans ; United Kingdom ; Qualitative Research ; Male ; Clinical Competence ; Female ; Surveys and Questionnaires ; Adult ; Paramedics
Abstract: Objectives: This research aimed to explore student paramedics' experiences of participating in group-based simulation activities used as part of their summative assessment. It sought to understand their perceptions of the effectiveness of group-based simulation in fostering learning and informing future assessment design.
Design: A qualitative questionnaire-based study.
Setting: A UK higher education institution.
Participants: A total of 34 first-year (level 4) student paramedics from the September 2022 to September 2023 cohorts.
Intervention: Following the completion of a summative assessment for the introduction to non-technical skills and simulation module, students were invited to reflect on their experiences of group-based simulation through an online questionnaire. The assessment incorporated team-based simulation scenarios intended to evaluate non-technical competencies within a realistic and supportive environment.
Results: Four key themes emerged through thematic analysis of the responses: experiential learning; autonomous learning; reflective learning; and support and learning. These themes provide insights into the pedagogical value of group-based simulation, with students identifying both individual and collective benefits in developing non-technical skills within a group assessment framework.
Conclusion: Group-based simulation assessments enhance student engagement and promote collaborative decision-making in a context that mimics real paramedic practice. While students often associate realism with increased confidence, their experiences highlight complex interactions between perceived fidelity, assessment pressure and learning. This underscores the need to further investigate how group dynamics and authenticity influence learning outcomes in assessment-focused simulations.
(© Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)
Contributed Indexing: Keywords: ACCIDENT & EMERGENCY MEDICINE; Clinical Decision-Making; Education, Medical; Health Education; QUALITATIVE RESEARCH
Entry Date(s): Date Created: 20251204 Date Completed: 20251204 Latest Revision: 20251204
Update Code: 20251205
DOI: 10.1136/bmjopen-2025-101052
PMID: 41344719
Datenbank: MEDLINE
Beschreibung
Abstract:Objectives: This research aimed to explore student paramedics' experiences of participating in group-based simulation activities used as part of their summative assessment. It sought to understand their perceptions of the effectiveness of group-based simulation in fostering learning and informing future assessment design.<br />Design: A qualitative questionnaire-based study.<br />Setting: A UK higher education institution.<br />Participants: A total of 34 first-year (level 4) student paramedics from the September 2022 to September 2023 cohorts.<br />Intervention: Following the completion of a summative assessment for the introduction to non-technical skills and simulation module, students were invited to reflect on their experiences of group-based simulation through an online questionnaire. The assessment incorporated team-based simulation scenarios intended to evaluate non-technical competencies within a realistic and supportive environment.<br />Results: Four key themes emerged through thematic analysis of the responses: experiential learning; autonomous learning; reflective learning; and support and learning. These themes provide insights into the pedagogical value of group-based simulation, with students identifying both individual and collective benefits in developing non-technical skills within a group assessment framework.<br />Conclusion: Group-based simulation assessments enhance student engagement and promote collaborative decision-making in a context that mimics real paramedic practice. While students often associate realism with increased confidence, their experiences highlight complex interactions between perceived fidelity, assessment pressure and learning. This underscores the need to further investigate how group dynamics and authenticity influence learning outcomes in assessment-focused simulations.<br /> (© Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)
ISSN:2044-6055
DOI:10.1136/bmjopen-2025-101052