The impact of simulation with debriefing on developing clinical competence and performance in paramedicine students

Q: What is the study aiming to evaluate?

The study evaluates the association between weekly practice session performance and summative practical exam outcomes, focusing on how simulation-based practice supports clinical competence development in paramedicine students.

Q: How was the study conducted?

A retrospective analysis used performance-based assessment data from 2019–2024. Second-year students completed weekly three-hour simulated practice sessions and a summative practical exam, with performance assessed using the Clinical Competence Assessment Tool (CCAT).

Q: What were the main findings about simulation practice and exam performance?

Practice frequency showed a significant positive correlation with exam performance, and clinical competence scores improved progressively across trimesters. The strongest correlation appeared in the final tertile, and reduced simulation exposure during COVID-19 in 2020 corresponded with a performance dip.

Oct 3, 2026

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This research article examines how simulation combined with debriefing influences clinical competence and exam performance among undergraduate paramedicine students. It evaluates the relationship between weekly practice session performance and summative practical exam outcomes using retrospective assessment data from 2019–2024. High-frequency, weekly three-hour simulated practice and structured debriefing are analyzed against CCAT scores. Findings show practice frequency correlates positively with exam results, with competence improving across trimesters and a noted dip during reduced simulation exposure in 2020.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Aim

Methods

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The impact of simulation with debrieﬁng on developing clinical competence and performance in paramedicine students Jean-Paul Veronese Griﬃth University Grace Crowther Griﬃth University Patricia Lee Griﬃth University Malcolm Boyle Griﬃth University Research Article Keywords: Posted Date: February 14th, 2025 DOI: [https://doi.org/10.21203/rs.3.rs-5916090/v1](https://doi.org/10.21203/rs.3.rs-5916090/v1) License: 􀁱 􀅏 This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Additional Declarations: No competing interests reported. Version of Record: A version of this preprint was published at BMC Medical Education on August 18th, 2026. See the published version at [https://doi.org/10.1186/s12909-026-10189-8](https://doi.org/10.1186/s12909-026-10189-8) . Abstract Introduction Paramedics handle diverse medical and trauma cases, where any lapse in competency can compromise patient safety. Student paramedics must meet high standards set by oversight bodies to protect both the profession and the public. Growing evidence indicates that simulation facilitates attainment and reinforcement of clinical competencies. However, limited evidence explores the impact of simulation and debrieﬁng on developing clinical competence in undergraduate paramedicine students. Aim This study aimed to evaluate the association between weekly practice session performance and summative practical exam outcomes, assessing how simulation-based practice supports the development of clinical competence among paramedicine students. Methods A retrospective analysis of performance-based assessment data (2019–2024) in a university paramedicine program evaluated the role of high-frequency simulation. Second-year students participated in weekly three hour simulated practice sessions and a summative practical exam, with performance assessed using the Clinical Competence Assessment Tool (CCAT) . Practice session data were grouped into tertiles to assess trends. Pearson’s correlation measured the association between practice frequency and exam outcomes, paired samplest-tests evaluated performance progression, and hierarchical regression identiﬁed signiﬁcant predictors of exam outcomes. Results Data from 305 students and 1,251 practice scenarios revealed a signiﬁcant positive correlation between practice frequency and exam performance (rs = 0 .257, p < 0 .001) . Clinical competence scores improved progressively across the trimester, with the strongest correlation observed in the ﬁnal tertile (rs = 0 .229, p < 0 .001) . Earlier tertiles showed weaker but statistically signiﬁcant correlations (p < 0 .05) . A performance dip in 2020 due to reduced simulation exposure during COVID-19 further highlighted the critical role of consistent, high-frequency practice in fostering competence and exam success. Conclusion This study demonstrates the value of structured, high-frequency simulation and debrieﬁng in enhancing clinical competence and exam performance. The ﬁndings underscore the importance of consistent practice, particularly in the ﬁnal trimester weeks, supporting its integration into paramedicine curricula to ensure readiness for realworld practice and sustained competence. Introduction Paramedics manage a broad spectrum of emergency and non-emergency medical and trauma cases (1) . The expected level of clinical proﬁciency for paramedics is continually expanding, and like other healthcare professions, deﬁciencies in competence can have a detrimental impact on patient safety and outcomes (2) . Before practicing independently, paramedicine students must demonstrate competence to oversight bodies responsible for safeguarding the profession and public, including educational institutions, prospective employers, and licensing bodies (3) . Performance-based examinations are essential in ensuring clinical competence. Growing evidence indicates that educational technologies, particula

FAQs

What is the study aiming to evaluate?

The study evaluates the association between weekly practice session performance and summative practical exam outcomes, focusing on how simulation-based practice supports clinical competence development in paramedicine students.

How was the study conducted?

A retrospective analysis used performance-based assessment data from 2019–2024. Second-year students completed weekly three-hour simulated practice sessions and a summative practical exam, with performance assessed using the Clinical Competence Assessment Tool (CCAT).

What were the main findings about simulation practice and exam performance?

Practice frequency showed a significant positive correlation with exam performance, and clinical competence scores improved progressively across trimesters. The strongest correlation appeared in the final tertile, and reduced simulation exposure during COVID-19 in 2020 corresponded with a performance dip.

Oct 3, 2026

Upload by percent12345