Is there a role for simulation based education within conventional diagnostic radiography? A literature review

Journal article


Shiner, N. 2018. Is there a role for simulation based education within conventional diagnostic radiography? A literature review. Radiography. https://doi.org/10.1016/j.radi.2018.01.006
AuthorsShiner, N.
Abstract

Simulation based education is advancing, but is there a role for it in Diagnostic Radiography? The aim of this literature review was to understand the use of simulation within conventional diagnostic radiography education to raise awareness of this pedagogical approach. Objectives were to identify the prevalence and stage of delivery in education; understand the variation of simulation and learning objectives informing its use; and review the perceptions of those using simulation in education and practice. The literature review used a systematic search strategy. Library Plus, CINAHL, ScienceDirect, Medline and Google Scholar were reviewed resulting in 703 articles. Inclusion and exclusion criteria were applied with initial review of title and abstract resulting in 22 articles. Fifteen articles were selected following full text review. Simulation was used for both pre-and post-registration education. Themes included inter-professional education, use of computer software and improving patient/practitioner interactions. Increased confidence and understanding of professional roles were common outcomes. Simulation is a valuable pedagogical approach for diagnostic radiography education. Staff training and careful implementation of each stage is required to achieve desired learning outcomes.

KeywordsRadiography; simulation; education; pedagogical; literature review
Year2018
JournalRadiography
PublisherElsevier
ISSN10788174
15322831
Digital Object Identifier (DOI)https://doi.org/10.1016/j.radi.2018.01.006
Web address (URL)http://hdl.handle.net/10545/624307
hdl:10545/624307
Publication dates07 Feb 2018
Publication process dates
Deposited04 Dec 2019, 15:10
Accepted21 Jan 2018
ContributorsUniversity of Derby
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File Access Level
Open
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