Simulation based learning to facilitate clinical readiness in diagnostic radiography. A meta-synthesis

Radiography students' resilience: The impact of interpersonal interactions in the clinical environment

INTRODUCTION

Many diagnostic radiography programs prescribe work placement early in the degree. In these programs first year students become actively involved with the workflow of clinical facilities, under the supervision of qualified diagnostic radiographers. In the clinical environment students are confronted with diverse interpersonal interactions, but little is known about the impact of these relations on the resilience of first year radiography students commencing clinical placement. The aim of this paper is, therefore, to present findings from a study that explored and identified how interactions, as they relate to the clinical environment, affect first-year radiography students' resilience.

METHODS

Qualitative data were collected through focus groups (FGs), guided by a semi-structured interview schedule. First-year radiography students were purposively selected, using the inclusion criteria, and recruited through advertising the study on the learning management system (LMS). Voluntary participation, a confidentiality agreement, and informed consent were required prior to the focus group. Thematic analysis was performed, and after five focus groups, the researcher was confident that data saturation had been reached.

FINDINGS

Twenty-one students participated in five focus groups. The key findings on interpersonal interactions, as they relate to the clinical environment, were identified as (i) student-patient relations, (ii) student-qualified radiographer relations, (iii) student-lecturer relations, and (iv) student-student relations. Student-patient relations seemed difficult at times; however, viewing encounters from a patient perspective helped students reframe negative experiences into positive perspectives. Furthermore, the findings relating to student-qualified radiographer relations and student-lecturer relations indicated that encouraging and respectful relationships greatly contribute to building students' resilience.

CONCLUSION

This research shows that empathetic interpersonal interactions and protected time with peers and lecturers in the clinical environment serve as enablers of resilience in diagnostic radiography students. Negative interpersonal encounters adversely affected students' resilience, whereas positive interactions contributed to improved student resilience.

IMPLICATIONS FOR PRACTICE

The study highlights the diverse clinical interactions that have a significant impact on radiography students' resilience. It suggests resilience-enhancing strategies to better manage interpersonal interactions in the clinical environment thereby improving students' confidence and communication skills.

User evaluation of clinical simulation-based learning developed by FORCE (Framework for Online Radiographer Clinical Education)

INTRODUCTION

The FORCE initiative, funded by the EU, was created in response to the COVID-19 pandemic's impact on radiography education. It offers a virtual learning environment (VLE) filled with clinical simulation scenarios targeting Diagnostic Imaging, Nuclear Medicine, and Radiotherapy. These scenarios are designed to provide open-access, simulation-based learning (SBL) resources that help radiography undergraduates engage in problem-based learning across relevant clinical knowledge and professional awareness. This study presents the results of an online survey aimed at evaluating the FORCE VLE and SBL resources to guide future development.

METHODS

The survey targeted academic and clinical staff in Radiography and student Radiographers. It was based on the Course Experience Questionnaire (CEQ) and modified to include topics relevant to online learning, using a five-point Likert Scale (LS). The questionnaire consisted of four sections: research information and consent; socio-demographic data; LS-based questions on case structure, content, interactivity, technical aspects, multimedia quality, and overall experience; and open-text responses.

RESULTS

Of the 407 invited participants, 109 (27 %) responded, with 77 % being students and 23 % clinical or academic radiographers from 13 countries. English proficiency was reported by 76 % of respondents. The median LS was consistently 4 across all categories, indicating high satisfaction. Content analysis of 159 open-text comments revealed 139 positive opinions on the SBL resources.

CONCLUSION

The FORCE VLE SBL resources were highly regarded for their interactivity, applicability, and support in consolidating knowledge and enhancing patient care. Suggestions for improvement were minor, mainly focusing on navigation and specific content preferences.

IMPLICATIONS FOR PRACTICE

Expanding the availability of online SBL cases could enhance Radiographer education and promote inclusivity across the field.

Exploring the experiences of sonography students with simulation-based learning: A perspective from South Africa

INTRODUCTION

Simulation-based learning (SBL) is widely used in healthcare education to provide a safe environment for students to practice clinical scenarios without causing patient harm. While established in developed countries, SBL's implementation is new in South Africa; there is a lack of research addressing sonography students' experiences. This study aimed to explore and describe the experiences of Bachelor of Science (BSc) second-year sonography students using SBL for clinical training at a local University of Technology (UoT).

METHOD

An exploratory, qualitative and descriptive research study was conducted in 2020, with virtual one-on-one interviews due to COVID-19 restrictions. Eight BSc second-year sonography students, who had undergone SBL in their first year, participated. Data saturation was achieved, and interviews were audio recorded and transcribed verbatim.

RESULTS

Thematic analysis revealed three themes: (1) Enhancing preparedness for the clinical environment, (2) Limitations of the tissue-equivalent phantom and (3) Suggestions for improving simulation. While students expressed positive feedback and enjoyment of the simulation tool, they also highlighted limitations, such as unrealistic representations of real patient scanning conditions.

CONCLUSION

This study provides valuable insights into sonography students' experiences with SBL. Positive influence of SBL on clinical training was observed. To enhance SBL for future sonography students, consideration for high-fidelity simulators with advanced software is recommended. Funding options to invest in such simulators should be explored by radiography educators to promote more realistic training experiences.

Exploring the potential of digital twin technology as a training tool for new radiographers

INTRODUCTION

A digital twin is a virtual representation of the real world. This paper presents the concept of a digital twin system that reflects the movements of the human skeleton as the body is repositioned. Digital twin technology has the ability to be used as a training tool for new radiographers to build their competencies due to its ability to provide visual feedback without the use of radiation. This study aims to evaluate the perceptions of radiography trainers and trainees regarding the utility of digital twin technology.

METHODS

The concept of digital twin technology was demonstrated to 46 trainers and trainees. Surveys were distributed online on the same day as the demonstration to gather feedback from the participants regarding the perceived usefulness of digital twin technology. For dichotomized and categorical variables, the relationships among these variables were examined using either the chi-squared test or Fisher's exact test. Inductive thematic analysis was used to analyze the open-ended questions.

RESULTS

Most respondents were willing to use digital twin technology (91.1 %) and agreed that it would be useful for education and training purposes (95.5 %). They also felt that it would improve radiographic skills (84.4 %) and confidence (93.3 %). Concerns regarding the product included its sensitivity to capturing subtle changes in positioning and its user-friendliness in terms of customization, and potential dependence on technology when positioning patients.

CONCLUSION

Digital twin technology has the potential to be a valuable training tool by allowing radiographers to hone their radiographic skills in a safe environment without the need for radiation exposure.

A simulated clinic to build interprofessional and authentic learning opportunities for shaping future practice in medical radiation professionals

BACKGROUND

Simulation based learning provides an opportunity to increase student readiness prior to clinical placement. Cross disciplinary learning facilitates interprofessional competency building and improved student appreciation of other health professions, which adds another learning dimension to simulated scenarios. This paper outlines the approach to facilitating an interdisciplinary simulated clinic, where experiences were mapped to common professional capabilities.

METHODS

After mapping skill sets and professional capabilities common to both Nuclear Medicine and Radiation Therapy, a mock clinic was planned to address common objectives. The aims of the activity were to prepare students for upcoming clinical placement and to build knowledge and skills in the interprofessional environment. All students were allocated roles of both the health care professional and the patient and introduced to the concept of interprofessional learning in a pre-brief session. During the simulated clinic phase students experienced the other modality through the patient perspective as well as practicing the clinician role within their own modality. Following the simulation students came together for a de-brief session. The activity was evaluated using both online polling and pre and post paper-based surveys.

RESULTS

A total of 28 students participated in the simulation: 17 in radiation therapy and 11 in nuclear medicine. All participants agreed that the mock clinic was valuable preparation for clinical placement. Twenty-four completed pre and post surveys, revealed a collective improvement in several measures of interprofessional understanding and application. Free text polled responses in the de-brief session highlighted value for practicing communication, realistic physical resemblance to the real-life scenarios and time pressures.

CONCLUSION

When two disciplines were combined in the simulated clinic, students learnt about each other's profession together. Evaluation showed positive improvements in both clinical readiness and interprofessional learning. Simulated tasks in healthcare education bought many benefits in preparing students for the workplace and in this example, enabled common objectives of interprofessional practice to be met.

Simulation-Based Education as a Solution to Challenges Encountered with Clinical Teaching in Nursing and Midwifery Education in Malawi: A Qualitative Study

Nursing and midwifery education in Malawi entails theoretical learning and clinical practice, essential for developing competent professionals. However, challenges such as staff shortages and limited resources hinder effective clinical teaching. Simulation-based education (SBE) offers a promising solution. This study aims to explore how SBE can enhance clinical teaching in Malawian nursing and midwifery education. Data were collected through in-depth interviews with lecturers, clinical instructors, and focus group discussion (FGD) with the final-year students. Thematic analysis revealed several key findings: SBE serves as a valuable gap-filler in clinical education, addressing complex needs while offering diverse learning opportunities. It also provides a platform for enhanced supervision and assessment strategies. The results indicate that SBE enables students to master various clinical skills without direct patient contact, reducing congestion at clinical sites while ensuring credit acquisition. Moreover, it proves effective as both a supervision and assessment tool for evaluating students' clinical performance. In conclusion, the study advocates for the integration of SBE into Malawian nursing and midwifery education to alleviate the challenges associated with traditional clinical teaching. By leveraging SBE, institutions can mitigate overcrowding at clinical sites and provide students with diverse learning experiences. However, successful implementation requires adequate infrastructure, resources, and skilled lecturers. Ultimately, SBE holds the potential to significantly enhance the quality and outcomes of nursing and midwifery education in Malawi.

Clinical preparedness programme as perceived by first-year diagnostic radiography students in South Africa

INTRODUCTION

There is an increasing emphasis on exploring ways to improve students' transition from the classroom into the clinical environment. Diagnostic radiography (DR) students undergo rigorous theoretical and practical training before they are exposed to the clinical environment. It has been found that when DR students commence clinical learning in the workplace for the very first time, they experience difficulties in this transition. At the site of investigation, a newly integrated and dedicated clinical preparedness (CP) programme was offered; however, little is known about the DR students' perceptions of this programme.

METHODS

A qualitative approach coupled with a self-developed, cross-sectional research tool was employed. First-year DR students were purposefully sampled against the inclusion and exclusion criteria. The principle of voluntary participation was upheld throughout the data collection process. The data were analysed using Braun and Clarke's six steps of thematic analysis.

RESULTS

Forty-two responses were collected. Following a thematic analysis, two overarching themes were developed, namely: (1) reflections on the CP programme and (2) suggestions for future CP programmes.

CONCLUSION

This study demonstrated the need for effective CP programmes as an approach to ease the transition of first-year DR students from the classroom into the clinical environment. Several suggestions, for example, an extended CP programme and a clinical information pack were made for the offering of similar programmes in the future.

'Gear up and get ready': Collaborative curriculum for radiographers supporting percutaneous nephrolithotomy in the operating theatre

INTRODUCTION

Newly qualified radiographers often find working in the operating theatre (OT) challenging and intimidating. These perceptions, which inhibit confidence, may hinder their effectiveness in interprofessional teamwork, which may in turn adversely affect patient outcomes. A collaborative education programme was designed, building upon the foundations of competency-based education (CBE) and simulation-based mastery learning (SBML) to examine its potential in mitigating these perceptions. The objective of this research was to assess participants' experience and level of competency after attending the curated collaborative educational programme.

METHODS

The programme was developed based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and comprises two teaching and learning phases: educational session and simulation. A collaborative approach was undertaken to develop an assessment checklist for the interprofessional simulation. Requirements for the simulation, such as scenario design, information and storyboard, task trainer, logistics, and learners' briefing, debrief, and feedback, were identified and assembled. The radiographers' performance was recorded using a practical skills assessment checklist and a theory assessment.

RESULTS

Twelve radiographers participated and showed improvement in their self-rating of learning objectives before and after the programme. The median (interquartile range) score achieved in the theory assessment, out of a possible of 11, was 9.00 (7.75-9.50). The median (interquartile range) score achieved in the simulation component, out of a possible of 16, was 15.00 (14.00-15.00). There was statistically significant difference in self-perceived performance in all learning objective domains.

CONCLUSION

The findings from the programme were promising. The use of simulation and an assessment checklist proved to be useful learning tools in preparing newly qualified radiographers for work in the OT.

IMPLICATIONS FOR PRACTICE

Assessment checklists are valuable tools that should be considered to facilitate teaching and learning. The use of interprofessional simulation activities can support radiographers in developing knowledge, professional skills, and clinical competency. It should be conducted in a timely manner to facilitate the introduction to role understanding and effective communication.

Time for a simulation strategy?

This editorial evaluates the role of virtual reality alongside traditional simulation learning environments for radiography education. With such rapid uptake in recent years, is it time to consider how simulation can be implemented more strategically?

Post COVID-19 trends in simulation use within diagnostic radiography and radiation therapy education

PURPOSE

Simulation is used within medical radiation science training. Recent global events and simulation resource uptake has led to significant changes. The aim of this study was to capture post COVID-19 trends and activity of simulation-based education (SBE) in diagnostic radiography and radiation therapy.

METHODS

An online survey was designed to investigate the role of simulation within diagnostic radiography and radiation therapy education. Survey design was based on literature and experience within the research team. Questions were based around access and use of simulation, future trends and the effects of COVID-19. Participants were diagnostic radiography and/or radiation therapy educators. Data captured in this study was undertaken in March 2022 and compared with previous data from Bridge and colleagues (2021).

RESULTS

Sixty-seven responses were received across five continents (two from North/South America), Europe was the most widely represented (n = 58, 87%). Fifty-three (79%) of participants reported that they use simulation as part of their teaching and learning. Twenty-seven (51%) respondents reported that they had increased their use of simulation because of COVID-19. Sixteen (30%) respondents stated that they were now able to enrol more students because of the pandemic. Fixed models and immersive environments were the two most common simulation activities. Participants reported, to different degrees, that simulation was used across all parts of the curriculum.

CONCLUSIONS

Simulation is deeply embedded into diagnostic radiography and radiation therapy education. Evidence suggests that the growth of simulation may be slowing. Opportunities exist for the development of guidance, training and best practice resources around simulation.

IMPLICATIONS FOR PRACTICE

Simulation is a key pedagogical approach for diagnostic radiography and radiation therapy education. Key stakeholders now need to work collaboratively to define standards and best practices.

Resilience from the perspective of diagnostic radiography students

INTRODUCTION

Resilience is a concept associated with the ability to overcome, adapt, and recover from stressors. The radiography profession is known to be stressful, and one can reason that radiographers must be resilient in order to cope with the clinical environment. Research shows there are varied understandings of resilience. However, little is known about the concept of resilience specifically as it relates to the perspectives of diagnostic radiography students within the clinical workplace. This paper reports on one aspect of a comprehensive study of resilience amongst radiography students. The objective of this paper is, therefore, to present the exploration of the concept of resilience drawing from the data gathered from first-year diagnostic radiography students.

METHODS

A qualitative, explorative, descriptive and contextual approach was adopted for this study. Qualitative data was collected through focus group interviews. A purposive sampling method was employed, selecting from first-year diagnostic radiography students at a University of Technology (UoT) in the Western Cape, South Africa. Interviews were audio-recorded transcribed and thematically analysed. Data was collected until saturation was reached.

RESULTS

The meaning of resilience as explained from the perspective of radiography students included three subthemes namely: (1) fundamentals of resilience; (2) external protective factors and (3) internal protective factors.

CONCLUSION

This study demonstrated that radiography students associated resilience with positive attributes. Furthermore, the study identified various resilience enhancement strategies to better support diagnostic radiography students in the clinical environment like supportive radiographers and talking to peers.

IMPLICATIONS FOR PRACTICE

The identification of resilience enhancement strategies is important as it will assist with the introduction of curriculum renewal initiatives tailored to support first-year diagnostic radiography students as they develop their resilience to stressors in the clinical environment.

Towards describing the global impact of the COVID-19 pandemic on clinical radiography education: A systematic review

INTRODUCTION

The sudden onset of the COVID-19 pandemic has brought significant and rapid changes to the traditional ways of providing radiography education, including adaptations to teaching and learning styles as well as disruptions to students' clinical placement. This review explored the impact of the pandemic on clinical radiography education globally.

METHODS

A systematic literature search was conducted on relevant databases, including PubMed, Science Direct, CINAHL (Cumulative Index of Nursing and Allied Health Literature, and SCOPUS. All relevant articles were critically appraised for quality and subjected to information extraction and results-based convergent synthesis.

RESULTS

A total of 17 articles met the inclusion and exclusion criteria for this review. The key findings are themed around challenges and benefits with the introduction of new teaching and learning approaches and resilience exhibited by students during the pandemic to overcome: inadequate support and mentorship while transitioning to fully qualified professionals, challenges with PPE usage, and impact on personal and academic life.

CONCLUSIONS

Globally, radiography students experienced several challenges, especially during the initial acute phase of the pandemic. The pandemic-related challenges identified in this review could negatively influence the radiography student attrition rates, consequently worsening the existing radiography workforce shortage. Thus, urgent institutional level support systems and interventions would be necessary to mitigate the pandemic impact and improve the students' learning experience.

COVID-19: A literature review of the impact on diagnostic radiography students

INTRODUCTION

COVID-19 is a highly contagious viral disease declared a global pandemic in March 2020. Throughout the pandemic, radiography students have been working in hospitals on the frontline. The review aimed to search for evidence of the impact COVID-19 has had on diagnostic radiography students and consider whether additional support and learning needs to be implemented.

METHODS

A literature search strategy applied keywords, BOOLEAN search operators, and eligibility criteria on PubMed, Medline, and Google Scholar databases. Cormack's (2000) critique framework was chosen to methodologically appraise the mixed-method studies to evaluate the quality, validity and rigour.

RESULTS

The search decisions were displayed in a PRISMA flowchart to evidence the process to identify the found articles comprised of two surveys, two semi-structured interviews and one case study. The findings identified common and reoccurring themes of personal protective equipment, mental wellbeing, accommodation and travel, assessments and learning, and transitioning to registration.

CONCLUSION

The literature suggests that students felt positive impacts of the pandemic, such as being prepared for registration. However, negative effects included the fear of contracting the virus, anxieties of working with ill patients, impracticalities of accommodation and travel during clinical placement, and the adaption to online learning.

IMPLICATIONS FOR PRACTICE

Clinical staff and universities need to work together to ensure students are mentally and physically supported during the pandemic. Regular meetings and agreed channels of communication with students will allow any issues to be brought to attention and addressed. In addition, employers should recognise that newly qualified radiographers will need extra support.

The Impact of Covid-19 on First Year Undergraduate Nuclear Medicine Students' Practical Skills Training

RATIONALE: Clinical placement is an important component of any undergraduate nuclear medicine program. For first year students, it is an introduction to clinical nuclear medicine which helps them better understand the profession as well as consolidate their learning to date. At The University of Newcastle, Australia part of the clinical placement course includes radiopharmacy laboratory sessions in a simulated environment to develop necessary skills and confidence. Due to the Covid-19 pandemic, restrictions were put in place that meant that clinical placements for first year students were cancelled and time in the radiopharmacy laboratory was reduced from two hours to one hour per session. The aim of this study is to evaluate whether a clinical alternative portfolio in lieu of clinical placement was effective in increasing the students' knowledge and skills in nuclear medicine practice and if specifically developed instructional videos for preparation of the radiopharmacy laboratories compensated for the reduced time. METHODS: A paper-based survey was given to the 50 students enrolled in the first-year professional practice course. This survey containing 56 questions consisted of both open questions and closed Likert-scale questions about the changes to the radiopharmacy laboratories and the clinical alternative portfolio in two separate sections. Quantitative and qualitative analysis was performed on the resulting data. RESULTS: There was a 94% response rate to the survey. The majority of students watched the preparatory radiopharmacy videos at least once and strongly agreeing that each video adequately prepared them for the associated lab session. Just over half (51%) of the students though the reduced time in the lab was sufficient to complete the required tasks. The majority of students agreed that the modules included in the clinical alternative portfolio increased their knowledge of nuclear medicine practice. CONCLUSION: In spite of the restrictions put in place due to Covid-19, the learning outcomes of the first-year nuclear medicine professional practice course were met. The preparatory videos for the radiopharmacy laboratories and the clinical alternative portfolio was positively received and gave the students a good introduction to clinical nuclear medicine.

International audit of simulation use in pre-registration medical radiation science training

INTRODUCTION

Simulation-based education (SBE) can replicate the challenging aspects of real-world clinical environments, while providing a safe and less intimidating setting. Literature supports its use within medical radiation science (MRS) training for safe practice of psychomotor skills, development of problem solving, team working, interpersonal and decision-making skills and embedding awareness of patient safety. This project aimed to quantify usage of SBE resources and activities internationally and to evaluate how this changed during COVID-19 restrictions.

METHODS

An anonymous online survey tool gathered data relating to programme demographics, simulation resources, simulation activities and future plans. A link to the survey was distributed to programme leads via social media, professional bodies and national networks.

RESULTS

A total of 72 responses were received from a range of countries and representing a range of programme structures. Most respondents reported up to 100 h of SBE per student per year with low fidelity resources and image viewing software featuring most prominently. There was low reported engagement of service users within simulation activities. Respondents also indicated that COVID-19 had been a trigger for rapid uptake of simulation resources.

CONCLUSION

SBE forms an important aspect of MRS training internationally with low-fidelity resources being widely deployed. Where available, high fidelity virtual reality and specialised profession-specific resources were used heavily. There was a low level of reported engagement with service users or expert patients in simulation activities. Future research will identify whether the rapid uptake of SBE during COVID-19 continues and clarify the role of service users in SBE provision.

IMPLICATIONS FOR PRACTICE

Increased collaboration between MRS education providers may help to improve parity of SBE provision and identify additional opportunities to engage service users within SBE.

Diagnostic radiography students' experiences of a practical method demonstrating the effect of milliampere-second in digital X-ray imaging systems

BACKGROUND

The effect of exposure technique factors varies between analogue and digital X-ray imaging systems (DR). Understanding these variations is paramount to optimising radiation protection, yet radiographers are unclear about these effects. A practical method to demonstrate milliampere second (mAs) effect in DR was developed to assist diagnostic radiography students in understanding exposure technique factors in DR.

OBJECTIVES

To explore second-year diagnostic radiography students' experiences of a practical method to demonstrate the effect of mAs in DR.

METHODS

A qualitative research approach employing an open-ended questionnaire explored second-year diagnostic radiography students' experiences of the practical method demonstrating the effect of mAs in DR. Twenty students participated in the study, and the data collected underwent thematic analysis.

RESULTS

Students appreciated working in small groups and provided suggestions to improve the practical method's instruction sheet. Most students' predicted outcome differed from the actual outcome of the demonstration. Seeing and documenting the effect of mAs in DR not only enhanced students' understanding of it but showed the implications of increasing mAs on image quality and radiation exposure.

CONCLUSION

Students found that the practical method enhanced their understanding of mAs and exposure technique factors in DR. Additionally, the practical method highlighted exposure creep in DR and radiographers' role in protecting patients from overexposure to ionising radiation in the digital era.

Learning From Cancer Survivors as Standardized Patients: Radiation Therapy Students' Perspective

INTRODUCTION/BACKGROUND

Healthcare programs have proven the benefits of standardized patients in educational activities, but limited scholarship exists on the involvement of cancer survivors in radiation therapy education. This innovative approach to simulation-based education in radiation therapy is the first to integrate cancer survivors as standardized patients in a high-fidelity environment. This research aims to examine the impact of cancer survivors on the students' learning during their simulation course.

METHODS

This qualitative research used a phenomenological approach to gather data and analyze the students' view of their interactions with cancer survivors in the simulation course. The researchers conducted three focus group discussions with five of the eight radiation therapy students using a set of preformulated questions.

RESULTS

The collected data were comparatively analyzed, and the research team identified four main themes: experience, teaching/coaching, patient-centeredness and gratitude. These represented the students' perspective on their experiences and the unique learning opportunities provided by the cancer survivors.

FINDINGS/DISCUSSION

The simulation activities with the cancer survivors provided a safe and realistic experience for the students. This research highlighted the influence of the cancer survivors' oncology journey on the skills development of the radiation therapy students.

CONCLUSION

The students benefited from the authentic patient perspective of the cancer survivors which helped build their confidence and develop their skills prior to clinical placement. This research demonstrated that incorporating cancer survivors as standardized patients in radiation therapy simulation education has added significant value to the students' learning.

3D virtual reality simulation in radiography education: The students' experience

Introduction

Simulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive three-dimensional (3D) virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved.

Methods

The 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n = 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied.

Results

A response rate of 79% (n = 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10–240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback.

Conclusion

Student feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education

Implications for practice

3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.