Abstract: Background: The ABCDE-based Patient Examination is a systematic patient examination aimed at early detection of a critical condition and prevention of life-threatening condition. Its education in the field of emergency patient care is most frequently provided in theoretical and / or practical education, in the form of frontal work, with indirect and direct illustration, as well as simulation and situational practice. The aim of our research is to assess which educational environment and method best support the acquisition of practical knowledge, to examine students' physiological reactions to different situations, to assess how the personal presence of the instructor influences the student’s performance, and compare frontal education to the situation-simulation exercises. Methods: The research was carried out by non - random sampling by an expert using a cross - sectional study. The study included 3rd and 4th year paramedics (N = 47 persons) who at the time of the research were studying at the Faculty of Health Sciences of the University of Pécs and participated in the previous semester online ABCDE patient examination education. Students who did not show up at the time of the study or those who work in ambulance or hospital emergency patient care were excluded. Three sub-samples were formed: in the first the instructor was present during the education (n = 11 persons), in the second the instructor was not present during the education (n = 8 persons), and in the third a realistic simulator was used without the presence of their instructors. (n = 28 persons). A descriptive analysis of the sample statistics and Kruskall-Wallis test was used for data analysis and SPSS 24.0 and GraphPad Prism 8.4 were used for evaluation. Results: The results of the theoretical and practical tests did not correlate with each other (p = 0,14). During the practical test, the group using the realistic simulator achieved the worst result and the personal presence of the instructor did not improve the achieved result (p <0,001). When monitoring students’ heart rate, there was no significant difference between each group (p = 0,79; p = 0,48; p = 0,48). Conclusions: The presence of the instructor during the practical simulation did not affect the result, so in the current epidemiological situation, the practical simulation can be safely and efficiently taught from the camera room. Based on our results, the efficiency of realistic simulators in this situation is questionable. We did not find a clear relationship between theoretical knowledge and practical implementation, but it would be worthwhile to repeat the study with more and various equipments and a larger number of participants. Keywords: Education, Evaluation intervention, Evidence-Based Medicine, Complex intervention.