The experience of using role-play and simulated practice as an adjunct to paramedic placement learning

Abstract

This study examines the current experiences of paramedic students regarding the perceptions, understanding and utilisation of role-play plus simulation in a paramedic degree programme. This area is underexplored, so it is situated in the context of paramedic practice, training and education landscape in UK, Australia, Canada and the USA, and cognate professions.
The skills training in its original format remains, as does the on-the job clinical training (hospital placement and ambulance internship) as these are set regulatory requirements. Role-play and task focused simulation is used as part of syndicate learning for skills development. A mixed methodology, comprising both qualitative and quantitative approaches, including an exploratory sequential design, was used in this research. This was done in order to evaluate the student perceptions of their current placement experience and to explore the perception of combining simulation and role-playing.

The study results show that the current educational model of clinical placement is flawed. After a brief exposure to an exemplar event, students preferred the combination of simulation and role-playing over the use of either technique independently. Adoption of this technique firstly requires a set definition of terminology and consistent interpretation within the discipline.

A consolidation of the students’ experience is required by enhancing the mentorship supports. Further research is needed to design and develop the combination of role-playing and simulation to enhance student learning in the simulation laboratory.

This study promotes positive social change by providing data to the educators and key decision makers of the paramedic programme on students’ perceptions of the benefits of a technique that is able to support instruction and augment the students’ clinical placement experience.

Date of Award	5 Jan 2024
Original language	English
Supervisor	Steve Ryall (Supervisor) & David Voegeli (Supervisor)