The role of simulation in developing clinical knowledge and increasing clinical confidence in first-year radiography students

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Background: First-year radiography students at Monash University participate in simulation learning activities using role-play, x-ray phantom imaging, and pre- and post-clinical placement. Simulation-based learning is commonly used across Australia in radiography and medical imaging teaching programs. However, little research about its role in radiography education has been undertaken. This study aimed to measure knowledge gained by radiography students from simulation activities and how they perceived that simulation activities developed their knowledge and confidence in clinical skills and decision-making. Methods: Pre-and post-tests were conducted to measure students? knowledge acquisition after the simulation learning activities. Students? perceptions of the simulation activities were evaluated by a 40-item paper-based survey using a 5-point Likert scale. Results: Fifty-five students participated in the pre-and post-tests, and simulation learning activities increased knowledge as shown by a significant increase in the post- test scores compared with the pre-test scores (p <0.001). All 51 students completed the survey. Results indicated that the simulation activities increased students? confidence in aligning the x-ray equipment, patient positioning and giving verbal instructions to patients. During the simulation activities, students learnt from errors they made, feedback given by tutors and through observing their peers. Conclusion: Simulation-based learning can enhance students? radiographic knowledge........
Original languageEnglish
Pages (from-to)29 - 44
Number of pages16
JournalFocus on Health Professional Education
Volume16
Issue number3
DOIs
Publication statusPublished - 2015

Cite this

@article{89018df3faf244f591a26a7dfd70612c,
title = "The role of simulation in developing clinical knowledge and increasing clinical confidence in first-year radiography students",
abstract = "Background: First-year radiography students at Monash University participate in simulation learning activities using role-play, x-ray phantom imaging, and pre- and post-clinical placement. Simulation-based learning is commonly used across Australia in radiography and medical imaging teaching programs. However, little research about its role in radiography education has been undertaken. This study aimed to measure knowledge gained by radiography students from simulation activities and how they perceived that simulation activities developed their knowledge and confidence in clinical skills and decision-making. Methods: Pre-and post-tests were conducted to measure students? knowledge acquisition after the simulation learning activities. Students? perceptions of the simulation activities were evaluated by a 40-item paper-based survey using a 5-point Likert scale. Results: Fifty-five students participated in the pre-and post-tests, and simulation learning activities increased knowledge as shown by a significant increase in the post- test scores compared with the pre-test scores (p <0.001). All 51 students completed the survey. Results indicated that the simulation activities increased students? confidence in aligning the x-ray equipment, patient positioning and giving verbal instructions to patients. During the simulation activities, students learnt from errors they made, feedback given by tutors and through observing their peers. Conclusion: Simulation-based learning can enhance students? radiographic knowledge........",
author = "Kong, {Amy Manyee} and Hodgson, {Yvonne Maree} and Ruth Druva",
year = "2015",
doi = "10.11157/fohpe.v16i3.83",
language = "English",
volume = "16",
pages = "29 -- 44",
journal = "Focus on Health Professional Education",
issn = "1442-1100",
publisher = "Australian and New Zealand Association for Health Professional Educators",
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}

The role of simulation in developing clinical knowledge and increasing clinical confidence in first-year radiography students. / Kong, Amy Manyee; Hodgson, Yvonne Maree; Druva, Ruth.

In: Focus on Health Professional Education, Vol. 16, No. 3, 2015, p. 29 - 44.

Research output: Contribution to journalArticleResearchpeer-review

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N2 - Background: First-year radiography students at Monash University participate in simulation learning activities using role-play, x-ray phantom imaging, and pre- and post-clinical placement. Simulation-based learning is commonly used across Australia in radiography and medical imaging teaching programs. However, little research about its role in radiography education has been undertaken. This study aimed to measure knowledge gained by radiography students from simulation activities and how they perceived that simulation activities developed their knowledge and confidence in clinical skills and decision-making. Methods: Pre-and post-tests were conducted to measure students? knowledge acquisition after the simulation learning activities. Students? perceptions of the simulation activities were evaluated by a 40-item paper-based survey using a 5-point Likert scale. Results: Fifty-five students participated in the pre-and post-tests, and simulation learning activities increased knowledge as shown by a significant increase in the post- test scores compared with the pre-test scores (p <0.001). All 51 students completed the survey. Results indicated that the simulation activities increased students? confidence in aligning the x-ray equipment, patient positioning and giving verbal instructions to patients. During the simulation activities, students learnt from errors they made, feedback given by tutors and through observing their peers. Conclusion: Simulation-based learning can enhance students? radiographic knowledge........

AB - Background: First-year radiography students at Monash University participate in simulation learning activities using role-play, x-ray phantom imaging, and pre- and post-clinical placement. Simulation-based learning is commonly used across Australia in radiography and medical imaging teaching programs. However, little research about its role in radiography education has been undertaken. This study aimed to measure knowledge gained by radiography students from simulation activities and how they perceived that simulation activities developed their knowledge and confidence in clinical skills and decision-making. Methods: Pre-and post-tests were conducted to measure students? knowledge acquisition after the simulation learning activities. Students? perceptions of the simulation activities were evaluated by a 40-item paper-based survey using a 5-point Likert scale. Results: Fifty-five students participated in the pre-and post-tests, and simulation learning activities increased knowledge as shown by a significant increase in the post- test scores compared with the pre-test scores (p <0.001). All 51 students completed the survey. Results indicated that the simulation activities increased students? confidence in aligning the x-ray equipment, patient positioning and giving verbal instructions to patients. During the simulation activities, students learnt from errors they made, feedback given by tutors and through observing their peers. Conclusion: Simulation-based learning can enhance students? radiographic knowledge........

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