Background A range of healthcare settings and scenarios offer an ideal platform for Simulation and Simulated Patients facilitating discussion around numerous topics of e.g. communication, ethical issues, assessment and clinical skills. The integration of Simulation and Simulated Patients in Teaching and Learning is firmly embedded in Medical and Nursing curriculum. There is little in the way of using Simulated Patients in the teaching of Radiographic imaging techniques.
In October 2014, we conducted a scenario based exercise with nine radiography students to teasing out aspects of radiographic technique, team work, communication and health and safety. From the data we concluded that simulation is an ideal platform to embed reflective leaning enabling students to re-wind and adapt future radiographic practice.
We have collected follow up data to assess the impact of this scenario in their daily practice over time.
Methodology Nine Radiographic students were asked to complete a follow up feedback questionnaire six months after the simulation event. The questionnaire focussed around reflective practice and recall over a period of six months; focusing around adaptation of their current practice through the direct impact of this simulated learning exercise.
Conclusion It is important to assess the impact of any set scenario and its influence over time. From our feedback we conclude that the use of a Stimulated exercise adds pedagogic value to the students learning and reflective experience. It has a lasting impact on the student recall, empowering the student to deal with more effectively similar case scenarios and thus adapting their practice.
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Wood K, Delay S. Can the use of simulated patients aid improvement in radiographic technique and patient care? BMJ STEL 2014;1(Suppl 1):A39–A40. doi:10.1136/bmjstel-2014-000002.96
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