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Factors affecting paramedicine students' learning about evidence-based practice: a phenomenographic study.

Anna Wilson1, Susan Howitt2, Adele Holloway3

  • 1Faculty of Social Sciences, University of Stirling, FK9 4LA, Stirling, UK. anna.wilson@stir.ac.uk.

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Summary

Paramedicine students

Keywords:
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Area of Science:

  • Medical Education
  • Paramedicine Training
  • Evidence-Based Practice

Background:

  • Evidence-based practice (EBP) is crucial for healthcare professionals, including paramedics.
  • Understanding how paramedicine students learn EBP skills is essential for curriculum development.
  • This study examines paramedicine students' learning of the initial EBP steps: ask, acquire, and appraise.

Purpose of the Study:

  • To explore paramedicine students' learning experiences in developing EBP skills.
  • To identify factors influencing student learning in evidence-based practice.
  • To understand variations in how students grasp research concepts and their application.

Main Methods:

  • Qualitative study using learning journals from 101 final-year paramedicine students.
  • Phenomenographic analysis to identify variations in learning and influencing factors.
  • Focus on students' understanding of literature analysis, medical research, and practice integration.

Main Results:

  • Observed significant variation in students' understanding of research and its practice application.
  • Identified epistemological stance and metacognitive learning opportunities (peer interaction, self-reflection) as key factors.
  • Noted that grappling with research complexity can sometimes lead to negative attitudes towards its value.

Conclusions:

  • Coursework should consider factors influencing student learning of EBP.
  • Collaborative learning opportunities can help overcome epistemological and metacognitive barriers.
  • Addressing the architecture of learning variation is key to enhancing EBP skills in paramedicine students.