‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculum

Abstract

This article explores the student experience of simulated learning in post-compulsory radiography education. The content is based on the varied experiences of students using both laboratory-based simulation exercises and a virtual reality computer simulation activity by situating these views within a wider understanding of the students' journey through their undergraduate and postgraduate studies. Much research on the application of technology in pedagogy in post-compulsory education has sought to find ways of measuring the efficacy of such interventions in raising student achievement. This research reveals a diverse range of student experiences in learning with technology. There are potential pedagogical benefits with computer simulation in radiography education; however the research reveals the need for educators and policy-makers to recognise the sheer complexity of radiography practice and the importance of evaluating simulation within a holistic view of the curriculum. The data was gathered via four focus group discussions; one research interview; and reflections that were made about simulated learning within research diaries. The article contributes to new knowledge about the use of simulated learning in post-compulsory medical education.

First year student radiographers’ perceptions of a one-week simulation-based education package designed to increase clinical placement capacity

“… 46 Simulation is a safe environment to make mistakes 22 ; however, peer and facilitator observation can increase feelings of anxiety as students view the activity as a performance. 47 The student participant below reflects on the impact the simulation had on their future decision making, having clearly made an error in the scenario and feeling anxious about role play. “I find drama/role play very stressful as I am not the most confident person, although I do find that I am more confident in the x-ray department on placement, most probably because they are real people and I don't have multiple people watching me.…”

“…Hedges, Ingleby and Cosson 47 propose that simulation designed into the curriculum should align the different domains of learning; with students seeing value in the simulation exercises. As student clinical placement hours were assigned to the simulation-based education package, this permitted students to see the importance of the activities improving engagement and the resultant positive outcomes.…”

“…46 Simulation is a safe environment to make mistakes 22 ; however, peer and facilitator observation can increase feelings of anxiety as students view the activity as a performance. 47 The student participant below reflects on the impact the simulation had on their future decision making, having clearly made an error in the scenario and feeling anxious about role play.…”