2026 Volume 29 Issue 2 Pages 103-111
This study exploratorily examined whether the learning tool “Cross Q Word (CQW),” designed to enhance paramedics’ clinical reasoning ability, demonstrates educational effects and generalizability. CQW was suggested to possess a learning structure that promotes clinical reasoning, facilitates the organization of knowledge, and activates communication within teams. A total of 44 participants were analyzed. Comparison between those with less than 10 years of fire service experience and those with 10 years or more revealed no significant differences in satisfaction, enjoyment, or perceived educational effectiveness, suggesting that CQW may be accepted regardless of years of experience. Analysis of free-text responses indicated that the organization of knowledge, the cognitive process of recalling multiple possible pathologies, and information sharing through team-based learning were factors contributing to its educational impact. Conversely, challenges such as the long-term sustainability of educational effects and applicability in other regions were identified, indicating the need for future comparative studies using control groups. CQW may serve as an educational tool in emergency medical education that visualizes learners’ thought processes within limited training time, produces educational benefits, and can be utilized irrespective of professional experience.
