Immersive virtual reality for pre‐registration computed tomography education of radiographers: A narrative review

Abstract

To be registered as a medical radiation practitioner, The Medical Radiation Practice Board of Australia (MRPBA) requires radiographers to be capable of performing computed tomography (CT) imaging examinations safely and effectively. Universities meet this requirement by offering practical CT training to radiography students on‐campus and during clinical placements. However, institutions face challenges when facilitating on‐campus CT practicum. Virtual reality (VR) has been suggested as a possible solution for radiography students to gain CT scanning experience. This narrative review explored relevant literature to investigate the potential for immersive VR to be incorporated into CT practicum. Benefits and limitations of this education technology are examined with resultant recommendations made for integration into the CT curriculum. Results found that VR enhances CT learning for students, increases confidence and raises motivation for the simulated CT task. CT simulation provides a viable alternative in the context of pandemic‐imposed restrictions and reduced CT placement duration. However, it remains debatable as to whether immersive VR truly enhances student learning compared with other VR modalities, such as computer‐based CT simulation. In addition, a lack of staff training, availability of resources and technical problems were flagged as limitations. We concluded that before immersive VR is integrated into CT education, significant optimisation of the simulation is needed. This includes ensuring VR scenarios are based on learning paradigms and feedback is integrated as part of simulation learning. Engaging clinical partners during the CT VR rollout is imperative to ensure successful transition of students from university learning to clinical placement.

Time for a simulation strategy?

“…VR currently has a novelty factor, with the potential for reduced student engagement over time. 7 Longitudinal evaluations will be necessary to understand the potential for the long-term impact of these investments. 3 Rowe et al 8 provide striking evidence to suggest that training with VR software (Virtual medical coaching) produces a more efficient student, undertaking fewer errors and producing a diagnostic image in less time, compared to students trained using traditional simulation.…”

“…3 The focus of VR in radiography is centred on image acquisition, with little mention of building relationships with the patient. 7,8 In an age where personalised-centred care has become a strong focus of radiography training, 11 learning communication skills and building relationships is also crucial. Rowe et al 8 have taken the bold step to solely use VR to train students in the first year of training, replacing their use of traditional simulation.…”

“…Browne and Philips 13 Alternative frameworks and models are provided which could be integrated into this 5-stage model offering greater strategic guidance. Taylor et al 7 have provided a conceptual framework for VR use, focusing on learning paradigms, reminding educators of the need for continuous refinement. Other theoretical models such as Hyde and Hardy's 11 theoretical model for delivering patient-centred care could be used to inform aspects of simulation scenarios, ensuring educators meet the needs of the patients.…”

“…A dominance of analysing student confidence levels is identified by Taylor et al., 7 yet confidence does not mean competence. VR currently has a novelty factor, with the potential for reduced student engagement over time 7 . Longitudinal evaluations will be necessary to understand the potential for the long‐term impact of these investments 3 …”

“…VR now offers students experiences in different imaging modalities, as outlined by Taylor et al 7 and Rowe et al 8 in this issue. Acceptance and successful outcomes have led studies to explore the use of SBE as an opportunity to expand placement provision and strengthen cohort sizes.…”