The Future of Education

The professional and didactic competence of instructors is considered a key quality criterion for continuing education in emergency medical services and emergency medicine, especially when it comes to complex topics such as interprofessional prehospital trauma care. The aim of the study is to examine the perceived professional and didactic competence of instructors in a trauma training course and its significance for learning relevance, interaction, and practical relevance from the participants' perspective. Two one-day training courses on prehospital trauma care for emergency medical personnel and physicians at a German educational institution in 2024 (n=21) and 2025 (n=17) were examined. The data is based on standardized evaluation forms with ratings on professional and didactic design, as well as supplementary qualitative feedback from participants. The quantitative data was evaluated descriptively, and the free comments were subjected to a structured qualitative content analysis according to Mayring [1]. Initial results suggest that participants predominantly rated the professional and didactic competence of the speakers as good and described the training as practical, motivating, and conducive to learning. Particular importance was attached to authentic case studies, clearly structured input, and explicitly designed interaction and reflection phases that supported interprofessional cooperation and confidence in prehospital trauma management. Criticism mainly focused on organizational aspects and communication processes. The results emphasize that professional and didactic competence is understood as a combination of professional expertise, structured learning organization, and interactive teaching. This area of competence is also perceived as a key quality feature of traumatology training courses in emergency medical services and emergency medicine. If further data analyses confirm the findings, this will have consequences for the selection and qualification of instructors as well as for the curricular design of practice-oriented, reflexive trauma training formats.