Post COVID-19 trends in simulation use within diagnostic radiography and radiation therapy education.

PURPOSE: Simulation is used within medical radiation science training. Recent global events and simulation resource uptake has led to significant changes. The aim of this study was to capture post COVID-19 trends and activity of simulation-based education (SBE) in diagnostic radiography and radiation therapy. METHODS: An online survey was designed to investigate the role of simulation within diagnostic radiography and radiation therapy education. Survey design was based on literature and experience within the research team. Questions were based around access and use of simulation, future trends and the effects of COVID-19. Participants were diagnostic radiography and/or radiation therapy educators. Data captured in this study was undertaken in March 2022 and compared with previous data from Bridge and colleagues (2021). RESULTS: Sixty-seven responses were received across five continents (two from North/South America), Europe was the most widely represented (n = 58, 87%). Fifty-three (79%) of participants reported that they use simulation as part of their teaching and learning. Twenty-seven (51%) respondents reported that they had increased their use of simulation because of COVID-19. Sixteen (30%) respondents stated that they were now able to enrol more students because of the pandemic. Fixed models and immersive environments were the two most common simulation activities. Participants reported, to different degrees, that simulation was used across all parts of the curriculum. CONCLUSIONS: Simulation is deeply embedded into diagnostic radiography and radiation therapy education. Evidence suggests that the growth of simulation may be slowing. Opportunities exist for the development of guidance, training and best practice resources around simulation. IMPLICATIONS FOR PRACTICE: Simulation is a key pedagogical approach for diagnostic radiography and radiation therapy education. Key stakeholders now need to work collaboratively to define standards and best practices.

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

INTRODUCTION: The radiography workforce is short-staffed and under increasing pressure to meet service pressures. Combined with the impact of Covid-19, where student face-to-face clinical time was abruptly halted for safety, there is cause to change the pedagogical approach to teaching diagnostic radiography to students, increasing capacity and ensuring the continuance of qualifying radiographers to support the profession. This paper shares the perceptions of first year student radiographers on a one-week simulation-based education package designed to replace one week of clinical placement experience. METHODS: Two cohorts of first-year radiography students engaged in a one-week simulation-based education package. Simulations increased in complexity throughout the week and included conventional imaging techniques, mobile and theatre radiography, and cross-sectional imaging. Thirty-six students consented to the thematic analysis of their reflective blogs. RESULTS: Five themes emerged from the data: feeling anxious, understanding and skill development, building confidence, communication, and patient-centred care. CONCLUSION: The simulation package had a positive impact on students learning, no matter the stage at which it was incorporated into their clinical placement block. Students engaged well with the activities and saw value in the experience. The findings indicate that the simulation-based education package is a suitable replacement for one week of clinical placement, supporting skills development in students and providing increased placement capacity. IMPLICATIONS FOR PRACTICE: A successful, engaging simulation-based education package is presented, which first year student radiographers perceived as a suitable replacement for one-week of clinical placement. Further research into the acceptability of use of simulation-based education packages in second- and third-year student radiographers would be a useful next step.

Cortical focusing is an alternative explanation for improved sensory acuity on an amputation stump.

The ability to localize a sensory stimulus on the body surface (locognosia) has been investigated in normal subjects in a quest to find an explanation for the reported findings of improved sensory acuity on an amputation stump. We have shown that when attending to a smaller area of skin, during the testing procedure, locognosia improves (P < 0.001) by a similar degree to that seen in amputees. Such selective attention is likely to occur in upper limb amputees as they have a reduced area of skin on which to focus during sensory testing. This represents a further explanation for improved sensory acuity on an amputation stump without implicating plasticity of connections within the somatosensory cortex.