From simulation to evidence-based practice: SoTL evaluation of a learning design in paramedic higher education.
Simulation is well established in paramedic education, but it is often used primarily to rehearse clinical performance rather than to support evidence-based practice (EBP). This Scholarship of Teaching and Learning study explored whether a simulation-to-EBP learning design was associated with change...
| Publicado en: | HeilberufeSCIENCE Vol. 17; no. 2; pp. 82 - 90 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Simulation is well established in paramedic education, but it is often used primarily to rehearse clinical performance rather than to support evidence-based practice (EBP). This Scholarship of Teaching and Learning study explored whether a simulation-to-EBP learning design was associated with changes in EBP self-efficacy in a German top-up BSc paramedic science program. In an exploratory single-group pre–post design, students completed the German Evidence-Based Practice Confidence (EPIC) scale on the day before and the day after a traumatology block day. The intervention combined trauma simulations, student-generated decision points, focused literature searching, and plenary discussion. In total, 14 matched cases were available for analysis. Total scores on the EPIC increased significantly from pre-test to post-test—t(13) = 5.887, p < 0.001, dz = 1.573, gz = 1.480—with 10 of 14 participants exceeding the MDC95. Significant item-level gains were observed in question formulation, critical appraisal, applicability, decision-making, and evaluation. Zusammenfassung: Simulation ist in der Ausbildung von Rettungsfachpersonal etabliert, wird jedoch häufig primär zur Einübung klinischer Performance genutzt und weniger zur Förderung evidenzbasierter Praxis (EBP). Diese SoTL(Scholarship of Teaching and Learning)-Studie untersuchte, ob ein Lehr-Lern-Design „von der Simulation zum EBP-Prozess" mit Veränderungen der EBP-Selbstwirksamkeit in einem deutschen berufsaufbauenden B.Sc.-Studiengang Rettungswissenschaften assoziiert ist. In einem explorativen Ein-Gruppen-Pre-Post-Design bearbeiteten Studierende die deutschsprachige EPIC(Evidence-Based Practice Confidence)-Skala am Tag vor und am Tag nach einem traumatologischen Blocktag. Die Intervention kombinierte Traumasimulationen, studentisch generierte Decision Points, fokussierte Literaturrecherche und Plenumsdiskussion. Vierzehn gepaarte Datensätze gingen in die Analyse ein. Der EPIC-Gesamtscore stieg vom Pre- zu Posttest signifikant an (t(13) = 5,887; p < 0,001; dz = 1,573; gz = 1,480); 10 von 14 Teilnehmenden überschritten den MDC95. Signifikante itembezogene Zuwächse zeigten sich bei Frageformulierung, kritischer Bewertung, Anwendbarkeit, Entscheidungsfindung und Evaluation. |
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