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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