Simulation experiences of paramedic students: a cross-cultural examination

Abstract

BackgroundSimulation-based education is an important part of paramedic education and training. While accessing clinical placements that are adequate in quality and quantity continues to be challenging, simulation is being recognized by paramedic academics as a potential alternative. Examining students’ satisfaction of simulation, particularly cross-culturally is therefore important in providing feedback to academic teaching staff and the international paramedic community.ObjectiveThis study aimed to compare simulation satisfaction among paramedic students from universities in Australia and Jordan.MethodsA cross-sectional study using a paper-based English version of the Satisfaction with Simulation Experience Scale was administered to paramedic students from all year levels.ResultsA total of 511 students participated in this study; 306 students (60%) from Australia (Monash University) and 205 students (40%) from Jordan (Jordan University of Science and Technology). There were statistically significant differences with large effect size noted in all three original factors between Australian and Jordanian students: debrief and feedback (mean =38.66 vs mean =34.15; P<0.001; d=0.86), clinical reasoning (mean =21.32 vs mean =18.28; P<0.001; d=0.90), and clinical learning (mean =17.59 vs mean =15.47; P<0.001; d=1.12).ConclusionThis study has demonstrated that simulation education is generally well received by students in Australia and Jordan although Australian students reported having higher satisfaction levels then their Jordanian counterparts. These results provide important data for paramedic educators involved in simulation-based education and training in Australia and Jordan and pave the way for other cross-cultural examinations to be explored.

Describing student performance: a comparison among clinical preceptors across cultural contexts

“…Exploration of how clinical preceptors in Canada and the Middle East conceptualise different levels of student performance contributes to the development and interpretation of other prospective cross-cultural inquiry within non-experiential education settings, such as OSCEs and simulation-based assessments. 45,46 Our findings support the contention that educational outcomes in the health professions require continual review and may benefit from an upheaval in paradigms. As in medicine and social work, descriptions of pharmacy student performance from both regions did not map well to all intended abilities outlined by the governing educational body.…”

“…Steps to anticipate and moderate socio‐cultural aspects of student assessment during experiential training will contribute to successful internationalisation of health professional programming. Exploration of how clinical preceptors in Canada and the Middle East conceptualise different levels of student performance contributes to the development and interpretation of other prospective cross‐cultural inquiry within non‐experiential education settings, such as OSCEs and simulation‐based assessments …”

The Incidence of Anxiety among Paramedic Students

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The Innovative Integration of SBIRT raining Using Standardized Clients and Computer Simulation in Social Work Education

“…al, 2010;Wang, et. al., 2013;Williams, et al, 2016). Recently, medical schools have also found tremendous benefits in using computerized simulation to help train students (Abas and Juma, 2016).…”