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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...

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Published in:HeilberufeSCIENCE Vol. 17; no. 2; pp. 82 - 90
Main Author: Hofmann, Thomas
Format: research tables/charts Journal Article
Published: Springer Nature Jun2026
Online Access:View this record in EBSCOhost
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      dt: Jun2026
      vid: 17
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s16024-026-00451-w
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        atl: From simulation to evidence-based practice: SoTL evaluation of a learning design in paramedic higher education.
      aug:
        au: Hofmann, Thomas
        affil: https://ror.org/01xzwj424 Department of Health, HSD University of Applied Sciences, Hermannswerder 8b, 14473, Potsdam, Germany
      sug:
        subj:
          Medical Practice, Evidence-Based
          Simulations
          Learning Methods
          Education, Emergency Medical Services
          Students, Medical Psychosocial Factors
          Self-Efficacy
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          Male
          Female
          Exploratory Research
          Surveys
          Paired T-Tests
          Descriptive Statistics
          Data Analysis Software
          Pretest-Posttest Design
          Critical Thinking
          Decision Making
          Male
          Female
      ab:
        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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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