Factor analysis is a multivariate statistical approach commonly used in psychology, education, and more recently in the health-related professions. This paper will attempt to provide novice researchers with a simplified approach to undertaking exploratory factor analysis (EFA). As the paramedic body of knowledge continues to grow, indeed into scale and instrument psychometrics, it is timely that an uncomplicated article such as this be offered to the paramedic readership both nationally and internationally. Factor analysis is an important tool that can be used in the development, refinement, and evaluation of tests, scales, and measures that can be used in education and clinical contexts by paramedics. The objective of the paper is to provide an exploratory factor analysis protocol, offering potential researchers with an empirically-supported systematic approach that simplifies the many guidelines and options associated with completing EFA.

This paper discusses the findings of a literature review of case based learning (CBL) from a multidisciplinary health science education perspective and attempts to draw comparisons with the available literature relating to prehospital education and CBL. CBL is an exciting educational prospect in which to develop research capacity, strategies, and opportunities. This paper provides an examination of the literature exploring the major consistencies and inconsistencies, and reveals areas of potential future research for prehospital education institutions.

Simulation is increasingly used as an educational methodology for teaching empathy to preservice health professional students. This systematic review aimed to determine if and how simulation, including games, simulated patients, and role-play, might develop empathy and empathetic behaviors in learners. Eleven databases or clearing houses including MEDLINE, EMBASE, CINAHL, PsychInfo, and ERIC were searched for all articles published from any date until May 2014, using terms relating to (i) preservice health professional students, (ii) simulation, and (iii) empathy. Twenty-seven studies met the inclusion criteria, including 9 randomized controlled trials. A narrative synthesis suggests that simulation may be an appropriate method to teach empathy to preservice health professional students and identifies the value of the learner taking the role of the patient.