Student and tutor consensus as a basis of assessment: Developing undergraduate skills in self-evaluation.

Scenario-based simulation represents a core learning practice for final year paramedic undergraduate. It offers the student opportunity to apply the holistic set of skills and knowledge developed from their earlier degree experiences. Scenarios are often based upon authentic events, and as student responses determine the simulation case outcomes, they represent a successful active learning method. Traditionally, student practices in simulations are judged in accordance with successful case outcomes and proficiency of skills, which echo the practices of local industry. Robust discussions and feedback are led by tutors; however, student results generally fail to acknowledge the learning gained from all scenario events, including those where student judgement was wrong. Once graduated these students will be operational paramedic, working largely unsupervised. The gravity of mistakes made within emergency situations is significant. Considering the autonomous nature of their future roles, the ability to self-evaluate and effectively critique all areas of their practice is essential (Zimmerman 1990).