Skill development of beginner sonography students using high-fidelity simulators: Initial experiences

Abstract

Background The training of Australian sonographers is shared between accredited course providers and clinical training providers. Scanning skills are mostly developed in a real‐life setting environment by the clinical training provider. Sonographer training is burdensome on clinical training providers due to increasing service delivery demands. Accredited course providers should therefore investigate innovative methods of skill training that can be undertaken outside of the clinical environment. Aims This report evaluates four sonographer skill development activities for novice students that used high fidelity ultrasound simulators. Results All students reported positive experiences and outcomes of simulator based learning activities and believed that simulated skills development sessions help them develop scanning skills. Students perceived their skills level after simulation sessions to be at levels where they could scan in a real clinical setting with supervision levels ranging from moderate to no assistance. Supervisor ratings ranged from students being able to scan with large amounts of assistance to being able to scan with minimal assistance. A self‐directed learning package was introduced which was well received by students. Conclusions The results of the evaluations of the reported simulated learning activities are promising for a self‐directed and student centered learning curriculum to be ‘wrapped’ around the use of high fidelity simulators to develop student skills in the early stages of training.

A discussion paper on key issues impacting the sonographer workforce in Australia

“…This simulation training includes skills‐based assessment as a prerequisite to entering the clinical environment (Table ). Consistent with research indicating that simulation reduces the workflow impact of the first months of sonographers' clinical training, such mandatory integrated skill and attribute simulation may be a factor in the increase in clinical training capacity noted in Queensland, New South Wales, and Victoria (Table ) . Of note is the fact that New South Wales is the sole state with all three education models in operation.…”

“…This factor relates to sonographer suitability based on industry perceptions that applicants for sonographer positions were unqualified or underqualified, lacking "essential skills and attributes … communication, team work, professionalism, interpersonal skills and empathy" ( (Table 2). 14,[16][17][18] Of note is the fact that New South Wales is the sole state with all three education models in operation.…”

“…Integrated simulated skill training aims to enhance acquisition of skills prior to placement to reduce the burden of training on clinical departments . Small‐scale studies of prequalification sonographer simulation report a reduction in the workflow impact of the first months of clinical placement …”

“…15,16 Small-scale studies of prequalification sonographer simulation report a reduction in the workflow impact of the first months of clinical placement. 14,[16][17][18] This discussion paper aims to explore anonymised industry stakeholder perceptions of education factors impacting workforce supply and their perceptions of the response of education providers to these factors, as well as relevant sonographer, student, and graduate number and location. Finally, it will examine what, if any, relationship may exist between workforce shortage and sonographer education with the aim of highlighting opportunities for research.…”

Analysis of recent Australasian Sonographers Association (ASA) conference abstracts: How many progress to publication?

“…[11][12] Workshops can support some of the learning needs and enhance the learning experience. [13][14] Other forums such as conferences provide a conduit to build, share and transfer knowledge and skills. [15][16] Local, national and international conferences provide a forum for researchers to present new findings, sharing knowledge and ideas, and enhancing multidisciplinary learning.…”