The influence of demographic characteristics and motivation to learn on the assessment of clinical supervisors in paramedic training during emergency operations:

Results of a nationwide cross-sectional study

Abstract

Background: Evidence-based education is necessary to meet the current challenges of pre-hospital care. Practical instructors play a key role in this. An evaluation of qualities and their influencing factors is still pending. It is known from other health professions that demographic factors influence evaluations. The aim of this study was to analyse the evaluation of practical instruction with influencing factors. The results should enable target-oriented further training to improve the quality of education.

Methodology: In a cross-sectional study, trainees from emergency medical services schools throughout Germany evaluated the qualities of practical instructors using an online questionnaire (scale 0=low; 100=high). Demographic data, year of training and subjective learning motivation were collected to assess influencing factors. The influence of demographic factors on the evaluation of practical instructors was assessed using linear regression.

Results: Of the 467 questionnaires opened, 269 with complete data entries were included in the evaluation. Most participants were in their first year of education (133; 49.4%). The average learning motivation was median=77 (IQR 29). Practical instructors were rated with a median of 89.25 (IQR = 24.75) for ‘instruction in the workplace’, a median of 76.5 (IQR = 36.5) for “personality” and a median of 72.66 (IQR = 29) for ‘organisational behaviour’. Trainees in their first year and with high motivation to learn gave better ratings. Trainees with a High School diploma and high level of supervision gave poorer ratings.

Discussion: In line with the literature, our results show that learning motivation has a positive influence on the evaluation of practical instructors. The lower evaluation in sequence with the course duration and with higher supervision intensity may indicate that trainees also desire independent action with non-instructors. In practice, this means that measures to promote motivation and target group-oriented supervision intensity should be integrated into the training of practical instructors.