Background The integration of Simulation and Simulated Patients in Teaching and Learning is firmly embedded in Medical and Nurse Education. A range of healthcare settings and scenarios offer an ideal platform for Simulation and Simulated Patients facilitating discussion around topics of e.g. communication skills, ethical issues, assessment and clinical skills.
There is little in the way of using Simulated Patients in the teaching of Radiographic imaging techniques. Radiographic positioning techniques are taught through the use of purposeful static manikins or using student models. Manikins are unrealistic and are often difficult to position correctly and fellow students inadvertently provide positioning help. In a clinical setting the acquisition of diagnostic images require many additional skills to produce a quality image e.g. effective patient communication, adaptation of techniques and considerations around team work and health and safety.
Methodology Nine Radiographic students were recruited to x ray a Simulated Patient with right sided weakness for a knee x ray examination. Their practice was observed and data was collected through a structured feedback form to identify specific issues through a reflective cycle (Kolb’s). The scenario was intended to give the students an opportunity to reflect and re-wind highlighting areas of improvement for future practice. Focussed and targeted feedback was provided to the students on their performance by an experienced facilitator and the Simulated patient.
Conclusion We concluded that the use of a Simulated Patient adds great pedagogic value to the students learning and reflective experience; empowering the student to deal with more effectively similar case scenarios and thus fortifying their learning experience and impacting on patient care. We wish to present this exercise and its findings through a poster presentation.
Kolb DA. Experiential Learning experience as a source of learning and development, 1984;New Jersey: Prentice Hall
Gaba DM. The future vision of simulation in health care, Qual Saf Health Care 2004;13(suppl 1):i2–i10 doi:10.1136/qshc.2004.009878
- Category: Course or curriculum evaluation/innovation/integration
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