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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-simulation-with-debriefing-on-developing-clinical-competence-and-performance-in-paramedicine-students/501561/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-simulation-with-debriefing-on-developing-clinical-competence-and-performance-in-paramedicine-students/501561.png","ImageObject",300,407,{"name":92,"@type":93},"percent12345","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study aiming to evaluate?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"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).",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about simulation practice and exam performance?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},501561,1791025868,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099529851338,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The impact of simulation with debriefing on developing clinical competence and performance in paramedicine students  \nJean-Paul Veronese  \nGriffith University  \nGrace Crowther  \nGriffith University  \nPatricia Lee  \nGriffith University  \nMalcolm Boyle  \nGriffith University  \nResearch Article  \nKeywords:  \nPosted Date: February 14th, 2025  \nDOI: [https://doi.org/10.21203/rs.3.rs-5916090/v1](https://doi.org/10.21203/rs.3.rs-5916090/v1)  \nLicense: 􀁱 􀅏 This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License  \nAdditional Declarations: No competing interests reported.  \nVersion of Record: A version of this preprint was published at BMC Medical Education on August 18th, 2026. See  \nthe published version at [https://doi.org/10.1186/s12909-026-10189-8](https://doi.org/10.1186/s12909-026-10189-8) .  \nAbstract  \nIntroduction  \nParamedics 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.  \nAim  \nThis 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.  \nMethods  \nA 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.  \nResults  \nData from 305 students and 1,251 practice scenarios revealed a significant positive correlation between practice frequency and exam performance (rs = 0 .257, p \u003C 0 .001) . Clinical competence scores improved progressively across the trimester, with the strongest correlation observed in the final tertile (rs = 0 .229, p \u003C 0 .001) . Earlier tertiles showed weaker but statistically significant correlations (p \u003C 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.  \nConclusion  \nThis 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.  \nIntroduction  \nParamedics 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","cbCaihpqqhv7oPW7","https://ap.wps.com/l/cbCaihpqqhv7oPW7","pdf",319829,18,"English","# Abstract\n# Introduction\n## Aim\n## Methods\n## Results\n## Conclusion","[{\"question\":\"What is the study aiming to evaluate?\",\"answer\":\"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.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"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).\"},{\"question\":\"What were the main findings about simulation practice and exam performance?\",\"answer\":\"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.\"}]","The impact of simulation with debriefing on developing clinical competence and performance in paramedicine students | PDF",1791020588,45]