IntroductionClinical learning experiences for sonography and medical imaging students can sometimes involve the practice of technical procedures with less of a focus on developing communication skills with patients. Whilst patient-based simulation scenarios have been widely reported in other health education programmes, there is a paucity of research in sonography and medical imaging.The aim of this study was to explore the effectiveness of Mask-Ed™ (KRS Simulation) in the learning and teaching of clinical communication skills to undergraduate medical sonography and medical imaging students. Mask-Ed™ (KRS Simulation) is a simulation technique where the educator is hidden behind wearable realistic silicone body props including masks.MethodsFocus group interviews were conducted with 11 undergraduate medical sonography and medical imaging students at CQUniversity, Australia. The number of participants was limited to the size of the cohort of students enrolled in the course. Prior to these interviews participants were engaged in learning activities that featured the use of the Mask-Ed™ (KRS Simulation) method. Thematic analysis was employed to explore how the introduction of Mask-Ed™ (KRS Simulation) contributed to students' learning in relation to clinical communication skills.ResultsKey themes included: benefits of interacting with someone real rather than another student, learning made fun, awareness of empathy, therapeutic communication skills, engaged problem solving and purposeful reflection.ConclusionsMask-Ed™ (KRS Simulation) combined with interactive sessions with an expert facilitator, contributed positively to students' learning in relation to clinical communication skills. Participants believed that interacting with someone real, as in the Mask-Ed characters was beneficial. In addition to the learning being described as fun, participants gained an awareness of empathy, therapeutic communication skills, engaged problem solving and purposeful reflection.

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Introduction This discussion paper investigates workforce shortage of Australian sonographers through identifying educational responses to the shortage. Method An ethnographic content analysis of insights into the sonographer workforce provided in the Australian Government Department of Employment occupational reports (2007‐2016) and current education models across providers of prequalification sonographer education and data correlation with Australian Sonographer Accreditation Registry, education provider correspondence, and website information were conducted. Results Industry‐identified shortage factors related to prequalification education including sonographer quantity and suitability, education model and location, student admission, and skill and attribute training. Educational changes related to these factors were identified. Queensland demonstrated the greatest increase in sonographer (166%) and student (1000%) numbers (2007‐2016). Population‐weighted binomial ratios identified South Australia with the highest number of sonographers and students per head of population (2016). In 2016, sonographers graduated from the UG+1 Postgraduate Model (74.6%), Direct Entry Postgraduate Model (18%), and UG+1 Postgraduate Model with mandatory simulated skill training (7.4%). Discussion Sonographer and student supply increased, indicating growth in clinical training capacity (2007‐2016). Increased sonographer demand meant workforce shortage was relatively static. Educational response involved change to education models with characteristics related to shortage factors. Research into these education models may identify strategies to further increase clinical training capacity.

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Each year there are more highly qualified music educators graduating who are unable to find employment in their areas of expertise. What kinds of alternatives can be offered to students who graduate each year and then become disillusioned with our profession because they cannot find employment? Here are a few suggestions that may offer some insight, or at least some hope.1. Be broadminded. Do not limit yourself to any one career choice. Prepare yourself so that you can find opportunities for employment in many areas. Consider career areas outside of music, if necessary.2. Become computer literate. Our society is operated by computers. Every month there seems to be another company attempting to sell a "teach yourself' computer package in every subject, including music. Take a course in programming; also, learn how to operate at least one kind of word processor. These skills will definitely enhance the quality of your resume and your opportunities for employment.3. Invest in qualit, resumes. This is a most tedious and time-consuming task. Each job is going to state specific requirements. It is best to tailor your resume for each job, highlighting your qualifications that are most important for that position. A prospective employer will have several resumes to consider, and will be inclined to favor those that are not cluttered with irrelevant information. This does not suggest that you should put only those items in the resume that are directly job specific, but be selective; an employer may7 not care that you were a junior high cheerleader.4. Accept part-time employment. This is a difficult decision to make. You want to think that the minute you are employed part-time a fulltime position will become available. Unfortunately, this often is not the case. In these economic times, more school systems are offering part-time positions in all subject areas, not just music and art. Nevertheless, all of these positions generate experience.Experience is the key word. The more you have, the better your chance of finding full-time employment in the area of your choice. It is generally not critical if the experience is part time or if it is in your area of expertise. For example, a music teacher who is a part-time secretary can include management and administrative skills acquired as part of his or her resume. These skills are important qualifications for a teacher of any subject matter. Additionally, three part-time jobs will pay the bills just as well as one full-time job.5. Be creative. After all, is this not the essence of music? Develop your own programs, teach privately, accompany students and professionals in the community, offer workshops, volunteer your services in your professional organizations and in public service efforts. The important thing is to continue to make yourself visible, helpful, and useful. This can involve anything from offering lectures at the local high school career day to presenting a mini-recital at a garden club's monthly meeting. A full-time career employer who is interested in the kinds of se...

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