Abstract
BackgroundSimulation or scenario learning is an integral part of health care student development, and despite the increasing amount of research, very little is known about how students and facilitators experience it. MethodsThis compressed time mode, ethnographic approach study incorporated data from student paramedics during and immediately after simulation learning events, and facilitator views of facilitating the simulation experience. This provided an overview of simulation in the student paramedic development pathway. ResultsThe performance aspect of scenarios is echoed in the dramaturgical language used when talking about simulation learning events. ConclusionsThemes such as script, cast, role, and costume were explored, as were media portrayal of paramedics. Usual paramedic settings were also discussed.
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