The study assesses two non-clinical constructs: psychological safety at the team level and self-reflective competence as a component of non-technical skills. These variables are measured exclusively through self-assessment questionnaires completed by the participants. No clinical diagnoses are made, and no medical or psychological diagnostic codes are applied within the scope of this study. To account for case-related variation, one confounding variable captures the complexity of the emergency
Conditions
Interventions
Group 1: Paramedic Trainees in years 1 to 3 of training during field placements at emergency medical services stations.
In a one-time anonymous online survey, psychological safety, self-reflection com
Sponsors
Charité - Universitätsmedizin Berlin, Klinik für Pneumologie, Beatmungsmedizin und Intensivmedizin
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Inclusion criteria
Inclusion criteria: Trainees for Paramedic (Notfallsanitäter) in their 1st, 2nd, or 3rd year of training. At the time of the survey, the trainees are in their practical phase at the Emergency medical services stations. Paramedics who are currently working in the role of practical instructors and have completed the relevant further training.
Exclusion criteria
Exclusion criteria: Special training formats offered to civil servants already employed by the fire departments as fire officers (e.g., Brandmeister) or similar positions — for example, the EMT-to-Paramedic (RS-NotSan) courses of the Hamburg Fire Department or the so-called "backfill stuff" ("AuffüllerInnen") of the Berlin Fire Department. Paramedics who are not working in the role of practical instructors.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Primary Outcome: Evaluation of psychological safety, self-reflection, and key quality indicators of debriefing facilitation following an actual debriefing, as perceived by paramedic trainees and their practice instructors. This is recorded through an anonymous online survey, which is to be completed independently by both the practice instructor and the trainee as soon as possible after a debriefing of a real-life assignment during the practical phase at the ambulance stations. Psychological safety and self-reflection are assessed using questionnaires that have already been validated in other contexts. Main hypothesis: H1: High debriefing quality and perceived psychological safety are associated with deeper self-reflection. H1.2: The reflection process during debriefing is related to the quality of the debriefing. H1.3: There is a positive relationship between psychological safety and the reflection process during debriefing. H1.4: There is a positive relationship between debriefing quality and psychological safety. H2.1: Perceived psychological safety differs between the group of practice instructors and the group of trainees. H2.2: Reflective competence differs between the group of practice instructors and the group of trainees. H2.3: Debriefing quality is rated similarly by both practice instructors and trainees. | — |
Secondary
| Measure | Time frame |
|---|---|
| secondary outcome: Investigation and description of potential confounding variables such as familiarity within the team, level of training, professional experience, among others, that may influence psychological safety, reflective competence and the quality of debriefing. This is recorded through an anonymous online survey, which is to be completed independently by both the practice instructor and the trainee as soon as possible after a debriefing of a real-life assignment during the practical phase at the ambulance stations. Reconstruction of reflective competence and conversational patterns in debriefings. For this purpose, six different teams, each consisting of a trainee and a practice instructor, will create an audio recording of their debriefing following a real-life assignment during the practical phase at the emergency medical services stations. Secondary Hypotheses: H3: Familiarity within the team has an impact on the perceived psychological safety of both practice instructors and trainees. H4: The professional experience of practice instructors is related to their reflective competence. H5: The level of training of the trainees is positively associated with their reflective competence. H6: Reflective competence is related to the complexity of the emergency operation. H7: There is a positive relationship between practice instructors’ self-assessment of debriefing quality and their topic-specific prior knowledge. H8: Distinct patterns in debriefing facilitation can be identified that precede deeper reflection processes. | — |
Countries
Germany
Contacts
Public ContactNele Dorothea Sommer
Charité - Universitätsmedizin Berlin, Klinik für Pneumologie, Beatmungsmedizin und Intensivmedizin
Outcome results
None listed