Facilitated Video Case-Based Learning An Exploratory Single-Case Study of Paramedic Workplace Learning
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Abstract
The purpose of this exploratory single-case study was to explore whether facilitated video case-based learning might provide an alternative teaching and learning solution to high-fidelity patient simulation for paramedic workplace learning. The study was informed by the New Kirkpatrick Model® for training evaluation and Bloom’s revised taxonomy for the identification of higher-order thinking skills. Five paramedics who work in a city fire department within a high-performance EMS system in the midwestern United States participated in the study. The participants engaged in a facilitated video case-based learning intervention that presented a novel case of a medical emergency. Through observation of participant behavior and thematic analysis of post-intervention interviews, the study examined the influence of this learning approach on the development of higher-order thinking skills. Findings revealed that facilitated video case-based learning was perceived as highly engaging and relevant and contributed meaningfully to knowledge acquisition and the development of higher-order thinking skills. The results influence our understanding of paramedic learning and can address policy and practice issues that make ongoing paramedic education more accessible, especially in resource-poor areas globally.
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