Paramedics entering the professional workforce continually make judgements of their own and their peers’ performances. With little exposure to these processes, exercising these judgements is difficult. Teaching strategies that use self-assessment, peer assessment and reflective practice should improve the acquisition of clinical reasoning and application of clinical skills (1-4). However, clinical programs such as paramedic programs, present unique challenges in the development and assessment of clinical skills, because allowing undergraduate paramedic students to work with autonomy beyond their ability presents considerable risk to patient safety. The results of this pilot project indicate that changing a simulation-based clinical assessment (SCA) from a standalone assessment to a strategy encouraging student engagement through a focus on active learning rather than on passive teaching, have facilitated deeper understanding and developed desired attributes.
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