Introduction: Simulation has become a vital part in the skill development of paramedics for their further training. It is believed that practicing paramedics learn through reflecting on their practice and it is expected that simulation can also result in reflection which can in turn change the practice. Nevertheless, there is a scarcity of research regarding how these practitioners apply simulated scenarios to establish learning needs. This paper therefore seeks to simulation determine training how influences the self-identification of learning objectives among the emergency medical service workers particularly the paramedics.

Methods: The participants in this study include the paramedics (primary care and advanced care) and they were involved in a 30-minute simulated learning activity. All the participants completed pre-post surveys to identify their learning objectives by themselves at the beginning and at the end of the simulation respectively. Qualitative analysis of the data was done using the interpretive description approach, and the resulting list of themes was generated from the learning objectives. The learning objectives were classified as pre-post learning objectives and matched individually based on the level of specificity as decided by the authorship team. Basic summary statistics were computed in order to determine the frequency with which the participants’ learning objectives increased or decreased in specificity, different or same.

Results: Thirty-five paramedics who took part in the simulation and completed the survey are presented in this study. The following major themes were identified in the learning objectives: 1) Assessment and diagnostic; 2) Communication and collaboration; 3) Integration of knowledge; 4) Treatment and management. The learning objectives increased in specificity after simulation in 6 (17. 1%), while 3 (8.6%) reduced in specificity, 22 (62. 9%) changed while 4 (11. 4%) did not change.

Conclusion: Simulation training has the potential of enhancing the understanding of the needs that are thought to be lacking Simulation experiences can be useful in helping identify learning needs and gaps that exist before and after the simulation. This could assist the educators to comprehend how to guide reflection and improve the participation of the paramedics in simulation exercises.