The use and perceptions of simulation in medical radiation science education

Abstract

Abstract Purpose : To investigate whether simulated learning programs can be expanded to include aspects of clinical education in medical radiation science (MRS) curricula. Methods : Information about the use and perceptions of simulation in MRS education was collected from academic, clinical and accrediting stakeholders using semi‐structured telephone interviews, an online survey, invited comment and face to face consultative meetings. Participants represented the MRS sub‐disciplines: Diagnostic Radiography, Radiation Therapy, Nuclear Medicine and Medical Sonography. The following themes were explored with regard to simulation programs: existing, potential expansion of, effectiveness of and implementation. Results : Currently, simulation is widely implemented across Australia to deliver MRS curricula. Areas for potential expansion include: authentic replication of the clinical environment with facilities for video recording, flexible multipurpose space, video demonstrations, online computer assisted tutorials, interactive programs, authentic scenarios using role play or live actors, virtual reality environments and comprehensive digital imaging libraries. The literature revealed no firm evidence that simulation training was more effective than clinical training. Participants in our project viewed simulation as complementary to clinical placement, but not as a replacement for the complexity of situations that clinical placement presents. Stakeholders cautioned for careful curriculum planning and evaluation when implementing simulation in MRS education. Conclusion : This consultative process provided a comprehensive summary of the current use of simulation in MRS and the potential for expansion with examples from the sub‐disciplines. There is a need for further research to investigate the effectiveness of simulation in clinical skills development.

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