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Recorded performance during simulation activities in medical imaging: do students see a benefit?
  1. Cameron Moore,
  2. Clare Berry,
  3. Vicki Braithwaite,
  4. Therese Gunn,
  5. Pamela Rowntree,
  6. Deborah Starkey
  1. School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
  1. Correspondence to Cameron Moore, School of Clinical Sciences, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland 4001, Australia; cameron.moore{at}

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Undergraduate students in medical imaging at Queensland University of Technology (QUT) practise imaging in a dedicated simulation environment using clinical equipment. Students work in small teams to complete specific imaging procedures using anthropomorphic phantoms as patients. The use of these facilities to undertake learning activities is invaluable in the development of technical skills and also the clinically relevant skills of teamwork, communication and efficiency. Students undertake objective structured clinical examination (OSCE) assessments each semester using these facilities as a prerequisite to clinical experience. Audiovisual recording devices were initially sought to document student performance in these OSCE assessments. Once these recording devices became available, the teaching team decided to explore whether students perceived any benefit from the opportunity to self-review and reflect on their performance. As noted by Coffey (2014 p. 87), ‘through an examination of performance, one gains an insight into practices that should be retained, those practices that need change as well as the implications of one's practice.’1


A pilot study was undertaken with a cohort of second year undergraduate students. This study investigated the student perception of the use of the recorded performance for self-review of their radiographic ability in performing set tasks in the simulation laboratory. The practice of reviewing one's recorded work is not a new phenomenon and was reported by …

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