Simulation as an effective pedagogy is gaining momentum at all levels of health care education. Limited research has been undertaken on the role of simulated learning in health care and further evaluation is needed to explore the quality of learning opportunities offered, and their effectiveness in the preparation of students for clinical practice. This study was undertaken to explore ways of integrating simulation-based learning into sonography training to enhance clinical preparation. A qualitative study was undertaken, using interviews to investigate the experiences of a group of sonography students after interacting with an ultrasound simulator. The perceptions of their clinical mentors on the effectiveness of this equipment to support the education and development of sonographers were also explored. The findings confirm that ultrasound simulators provide learning opportunities in an unpressurised environment, which reduces stress for the student and potential harm to patients. Busy clinical departments acknowledge the advantages of opportunities for students to acquire basic psychomotor skills in a classroom setting, thereby avoiding the inevitable reduction in patient throughput which results from clinical training. The limitations of simulation equipment to support the development of the full range of clinical skills required by sonographers were highlighted and suggestions made for more effective integration of simulation into the teaching and learning process. Ultrasound simulators have a role in sonography education, but continued research needs to be undertaken in order to develop appropriate strategies to support students, educators and mentors to effectively integrate this methodology.
Technological developments are impacting on many aspects of life, including education. One particular area of technology where there is growing interest within higher education institutions (HEIs) offering healthcare training is the use of simulators. The literature shows diverging views on the role of simulated learning in healthcare and further evaluation is needed to explore the quality of learning opportunities that are offered, and their effectiveness in the preparation of students for clinical practice. A qualitative study was undertaken, using interviews to explore the experiences of a group of sonography students after interacting with an ultrasound simulator. Simulation was positively evaluated by students in this study. The findings confirm that simulated learning enables students to be interactive learners rather than being passive recipients of knowledge. Simulated learning provides learning opportunities in a risk free environment, which reduces stress for the student and potential harm to patients. Confidence levels were increased, thereby improving future clinical scanning experiences for both the student and their patients. Suggestions were made for the more effective integration of simulated learning into the curriculum. Continued research into simulation, teaching and learning practices needs to occur if we are to ensure maximum advantage of the simulation experience.
There is much concern amongst sonographers that reported cases of work-related musculoskeletal disorders (WRMSD) seem to be increasing at an alarming rate. Various studies have been published quoting high incidences within the profession, but there is a dearth of contemporary, robust evidence.
Within the profession, anecdotal evidence suggests that a number of sonographers have been practising full-time for a number of years without experiencing any symptoms of WRMSD. In order to explore this phenomenon in more detail, a small study was undertaken looking at 22 sonographers. It was anticipated that those who have avoided the condition may offer examples of preventative strategies which could be shared within the profession.
Several common themes were identified which may be protecting some of them from developing WRMSD, however, not all the findings were common to all participants. It appears that the avoidance of, as well as the development of, WRMSD is multifactorial. A high sense of personal well-being, high levels of job satisfaction and a responsive posture may be linked with avoiding WRMSD. The main learning points from this study appear to be the importance for sonographers taking responsibility for themselves, and of maintaining a constant awareness of potential problems. We recommend that, based on the experiences of our participants, sonographers experiment with different approaches at an individual level to find what works for them.
Work-related musculoskeletal disorder (WRMSD) is a problem affecting growing numbers of sonographers. The condition often leads to considerable pain for the individuals concerned and inconvenience for departments struggling to cope with increasing workloads. Employers and equipment manufacturers are making efforts to address the problem, but the number of cases of WRMSD continues to increase. This study looks at a different approach to tackling the problem, introducing student sonographers to a technique often used in other professions to overcome stress and damage to the body caused by repetitive movements. The 'Alexander technique' (AT) is a method of increasing an individual's awareness of their body and mind when performing an activity. In a profession such as sonography, where the practitioner is concentrating for long periods of time on interpreting images on a television monitor, the position and movement of the body is usually ignored. By working with a skilled teacher, individuals can be shown how to work more effectively, leading to a possible reduction in stress to the body. Initial results indicate that AT has potential to be of benefit to sonographers in preventing or reducing the incidence of WRMSD; further work is planned.
Current financial pressures within higher education institutions (HEIs) are driving new ways of delivering education and assessment. New technological developments are facilitating opportunities to rethink traditional educational methods and explore more innovative, effective approaches. Set against a background of increasing pressures to integrate technology to enhance learning, both in higher education and the NHS, education is moving towards greater integration of technology. Ultrasound education is an area which is currently being reviewed in many HEIs, as these programmes are expensive to administer for the relatively low numbers of students involved. Within ultrasound education, rigorous assessment of clinical competence is an area which is particularly expensive to undertake, and methods used in many training programmes are potentially unsustainable for HEIs in the current economic climate. In addition, clinical assessment methods used are often criticised for the difficulties encountered in trying to exclude subjectivity from the process, and ensure equity across all assessments. A new framework is therefore proposed, which has recently been accredited within a HEI ultrasound training programme by the Consortium for the Accreditation of Sonographic Education (CASE), and has been piloted during 2013. One of the components of this approach is the incorporation of an ultrasound simulator, which will help to standardise assessments and ensure students are assessed over a range of pathologies, rather than only those randomly presenting on the day of assessment. This paper discusses details of the newly accredited assessment process.
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