<p style="margin: 0cm 0cm 0pt; line-height: 200%;"><strong><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;"><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;">Background</span></span></span></span></strong></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;"><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;">The use of

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... ed learning (CBL) in the paramedic curriculum has been reported to be a valuable learning tool. Despite this, the use of CBL in distance or online education is not well researched, in particular, identifying the motivation for students to use CBL using a theoretical approach to eliciting and reviewing student paramedics' beliefs. </span></span></span></span></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><strong><span style="font-family: 'Arial',sans-serif; mso-bidi-font-weight: bold;"><span style="font-size: medium;">Aims</span></span></strong></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;">This study aimed to explore the wide range of students' beliefs when it comes to CBL (elicitation of beliefs) and to develop a tool for assessing beliefs in the setting of the theory of planned behaviour (TPB) (development of an assessment instrument).</span></span></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><strong><span style="font-family: 'Arial',sans-serif; mso-bidi-font-weight: bold;"><span style="font-size: medium;">Methods</span></span></strong></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;">A sequential exploratory study design was used to explore the methodological challenges associated with eliciting beliefs and forming reliable belief scales. The standard components of developing a questionnaire in the context of the theory of planned behaviour were undertaken. Finally, a cross-sectional non-experimental survey design was used to determine the capability of the TPB to predict students' perceptions to CBL in their third year of study.</span></span></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><strong><span style="font-family: 'Arial',sans-serif; mso-bidi-font-weight: bold;"><span style="font-size: medium;">Results</span></span></strong></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><span style="font-size: medium;"><span style="font-family: 'Arial',sans-serif; mso-bidi-font-weight: bold;">In order to learn about the factorial structure of the TPB questionnaire on CBL, a 40–50% response rate was required; this study had 12 of 25 students (48%) respond. </span><span style="font-family: 'Arial',sans-serif;">Using CBL as a focus in paramedic education is subjectively comparable with previous studies in nursing, medicine and allied health professions. It was viewed positively as a linking exercise for consolidation of previously covered work in a paramedic bachelor degree but its true worth not only as a learning tool but for students studying via distance education requires further study and refinement as a model on its own.</span></span></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><strong><span style="font-family: 'Arial',sans-serif; mso-bidi-font-weight: bold;"><span style="font-size: medium;">Conclusion</span></span></strong></p><p style="margin: 0cm 0cm 0pt; line-height: 200%;"><span style="font-family: 'Arial',sans-serif;"><span style="font-size: medium;">This study was devoted to eliciting students' beliefs about CBL in their education and developing an instrument to assess students' beliefs in the context of the TPB. A pilot study utilising the constructs of the TPB is required to be undertaken in predicting students' behaviour towards CBL within their degree. </span></span></p>