An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

Abstract

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.

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

“…Various methods of simulated learning have been used in health care education [26][27][28][29] and the use of simulator training within ultrasound education, prior to students entering clinical placements, has been evaluated in different settings. 7,30 Simulation has also been suggested as a potential method of ensuring standardised clinical competency assessment, along with other methods of assessing competency. 31 The use of simulation may go some way to reducing placement pressure and is a valid consideration when planning any new educational courses.…”

The benefits and challenges of employing new sonography graduates: Key stakeholder views

“…It is acknowledged that little research has been undertaken to date evaluating the effectiveness of ultrasound simulation in healthcare education (Dickson, 2015;Gibbs, 2014 and. However, the positive impact on the student experience is recognised, as is the increase in student's confidence when they subsequently attended the clinical placement (Gibbs, 2014 andMartin, 2014;Reid-Searl, Bowman, McAllister, Cowling, & Spuur, 2014). Different educational models are being explored but key to this is that any sonographer trainee graduating after undertaking a different educational model to that currently on offer, must be employable.…”

“…Parker and Harrison (2015) acknowledged that departments are limited in the number of clinical training places they can offer and therefore gave consideration to the use of simulation. Other authors have explored the use of simulation for assessing clinical competencies (Harrison, 2015) and in gaining clinical skills (Gibbs, 2014). Whilst it is recognised these studies focussed on the acquisition of psychomotor skills, Martin (2015) Whilst Edwards (2012) wrote in her editorial that she was hoping for the emergence of pioneering direct entry routes, the proposed development is not without its critics.…”

“…Studies suggested simulation was useful for assessing clinical competencies (Harrison, 2015), gaining clinical skills (Gibbs, 2014) The lack of clinical placements was also acknowledged as a limiting factor to the number of trainees and P11 offered a possible solution to this by introducing a practice educator role to alleviate some of the pressure of training from the sonographers. Parker and Harrison (2015) concurred and found in their study that the lack of training places remained a challenge.…”

“…Attempts to supplement this with ultrasound simulation have been trialled and are currently being evaluated further. It is acknowledged that little research has been undertaken to date evaluating the effectiveness of ultrasound simulation in healthcare education (Gibbs, 2014;Dickson, 2015 andGibbs, 2015). However, the positive impact on the student experience is recognised as is the increase in student's confidence when they subsequently attended the clinical placement (Gibbs, 2014;Martin, 2014 andGibbs, 2015).…”