Simulation or scenario learning is an integral part of student paramedic development and, despite the increasing amount of paramedic research, very little is known about how the students and tutors experience it. Current literature regards simulation as invaluable without exploring why this may be the case and this study aimed to address this.
Methods and findings
This compressed time mode ethnographic approach incorporated data from student paramedics during and immediately after the simulation learning event and tutor views of facilitating the simulation experience.
This study exposed how student paramedics find the simulation process anxiety provoking and explored the possible psychobiological reasons for this.