Innovative strategies implemented by universities to support medical radiation science students during the COVID-19 pandemic

Radiography student perceptions of a simulated clinical placement to enhance clinical placement capacity: A descriptive qualitative study

INTRODUCTION

Post-pandemic workforce demands in Wales have resulted in an increase in radiography students, causing an imbalance between student numbers and clinical placement learning opportunities. Simulation-based education (SBE) has been effectively implemented in several healthcare professions to replace clinical placement hours and enhance learning equity. This study aimed to address the limited scope of literature surrounding this approach within diagnostic radiography education in Wales, by exploring student perceptions of a Simulated Clinical Placement (SCP) package in one university radiography degree programme, to establish its acceptability as a replacement of clinical hours.

METHODS

A qualitative descriptive design was selected to explore the value and factors influencing student perceptions of SCP. A focus group of eight students was formed to collect data, which was audio recorded, transcribed, coded and thematically analysed.

RESULTS

Four themes were identified; preconceptions and prior experiences, SCP provision, learning conducive to confidently meeting professional standards, and role in clinical placement capacity. Student preconceptions and prior experiences were initially negative but evolved into enjoyment throughout package delivery. SCP provision influenced learning experiences, with all students reporting SCP enhanced confidence and skills supporting them in meeting required professional registration expectations. Students further reported most learning still occurred in clinical departments, and this was preferable to the SCP.

CONCLUSION

Overall, despite the SCP package being supportive to clinical learning, it was deemed insufficient to replace clinical placement hours, and should be a supplement, not a substitute. Additionally, simulation packages should only be adopted for accommodating already increased student numbers, not as a means of increasing cohort size.

IMPLICATIONS FOR PRACTICE

Clinical placements and simulation activities will progressively cohabitate, however with limited research and guidance, further exploration is required to establish the extent of this relationship for capacity management.

The ongoing impact of COVID-19 on the clinical education of Australian medical radiation science students

INTRODUCTION

The COVID-19 pandemic has had a significant and ongoing impact on health care, particularly for medical radiation science (MRS) professionals. There exist many studies that describe the negative effects of clinical placement restrictions and access to universities on the well-being of all health professional students during the pandemic. There also exists evidence of changes to MRS student teaching and impacts to students and academic clinical educators; however, there exists a paucity of research that investigates how changes have affected the performance of students within the clinical environment and entering the workforce. This study surveyed workplace MRS clinical educators within Australia to gather their perspectives regarding the impact of COVID-19 on student clinical education.

METHODS

A descriptive study comprising an online structured survey of 44 questions was provided to Medical Imaging and Radiation Therapy Clinical Educators across Australia.

RESULTS

A total of 55 survey responses were received. Of note, respondents described heavy reductions to student intake capacity, losses of clinical placement time, a noted theory-practice gap and possibility of sites 'failing to fail' students. Negative impacts to all domains of MRPBA professional capabilities, as well as a perceived unpreparedness to meet the MRPBA capabilities were described. There was general agreement that graduating students will require supportive periods upon entry into the profession.

CONCLUSION

This study highlights the considerable impact of changes to the education and training of MRS students in response to COVID-19. The results pose a real concern for a generation of MRS students affected by the COVID-19 pandemic.

Can simulation-based education or other education interventions replace clinical placement in medical radiation sciences? A narrative review

OBJECTIVES

In response to increasing student enrolment and workload pressures from the Covid-19 pandemic, a recent focus on health student preparation programs has been on curricula adaptations and replacement of clinical placement time with alternative education activities. The aim of the narrative review was to explore the current evidence relating to education activities in Medical Radiation Sciences (MRS) used to replace clinical placements or part of clinical placements. Medline, CINAHL and Web of Science databases were used to search for articles published between 2017 and 2022. Data from the literature was summarised into (1) planning and development of clinical replacement learning activities in MRS, (2) evaluation of clinical replacement activities, and (3) benefits and challenges of clinical replacement in MRS.

KEY FINDINGS

Planning and development of clinical replacement learning activities in MRSrequires support from a wide range of stakeholders, and evidence from activities already implemented exists. Activities largely encompass an institution-specific focus. Developed clinical replacement activities use a blended approach, with simulation-based education (SBE) as a main teaching platform. Evaluation of clinical replacement activities are largely focused on students' achievement of learning objectives relating to practical and communication skills. Emerging evidence based on small student samples shows that clinical and clinical replacement activities provide similar results in terms of learning objectives.

CONCLUSION

Benefits and challenges of clinical replacement in MRS are similar to those presented in the other health professions. The balance between quality and quantity of teaching and learning experiences for clinical skill development in MRS needs to be further investigated.

IMPLICATIONS FOR PRACTICE

To meet the dynamic challenges of the health care environment and MRS profession, a major goal in the future will be to affirm the benefit of clinical replacement activities for MRS students.

Comparison of virtual reality and physical simulation training in first-year radiography students in South America

INTRODUCTION

The aim of this study was to comparatively evaluate the learning outcomes achieved by first-year radiography students educated with either virtual reality (VR) simulation training or physical simulation training. The implementation of VR has been proposed to enhance learning in radiography students and provide a more effective and efficient approach to simulation. However, the learning outcomes achieved with this approach have not been widely investigated.

METHODS

Through stratified randomisation, 188 radiography students were allocated to one of two matched groups: a VR group (using Virtual Medical Coaching's Radiography simulation) and a physical simulation group (using Philips' X-ray equipment). Both groups were taught 31 radiography views over one 25-week semester. Both groups were assessed in an Objective Structured Clinical Examination (OSCE), using actors as patients in a physical X-ray environment. Assessment was conducted by assigning objective count scores for five assessment criteria.

RESULTS

The VR group achieved shorter OSCE duration and fewer errors in moving equipment and patient positioning: these results were statistically significant (P < 0.00). There was no significant difference in the frequency of errors in radiographic exposure setting between the VR and the physical simulation group. The current findings concur with the limited number of published studies concerning VR simulation in radiography.

CONCLUSIONS

The results of this study demonstrated superior effectiveness and efficiency in the VR group. This provides preliminary evidence to introduce VR simulation in the host institution and provide evidence that it may be possible to replace the use of physical simulation across other years of the degree. Further research investigating these possibilities is warranted.

Towards describing the global impact of the COVID-19 pandemic on clinical radiography education: A systematic review

INTRODUCTION

The sudden onset of the COVID-19 pandemic has brought significant and rapid changes to the traditional ways of providing radiography education, including adaptations to teaching and learning styles as well as disruptions to students' clinical placement. This review explored the impact of the pandemic on clinical radiography education globally.

METHODS

A systematic literature search was conducted on relevant databases, including PubMed, Science Direct, CINAHL (Cumulative Index of Nursing and Allied Health Literature, and SCOPUS. All relevant articles were critically appraised for quality and subjected to information extraction and results-based convergent synthesis.

RESULTS

A total of 17 articles met the inclusion and exclusion criteria for this review. The key findings are themed around challenges and benefits with the introduction of new teaching and learning approaches and resilience exhibited by students during the pandemic to overcome: inadequate support and mentorship while transitioning to fully qualified professionals, challenges with PPE usage, and impact on personal and academic life.

CONCLUSIONS

Globally, radiography students experienced several challenges, especially during the initial acute phase of the pandemic. The pandemic-related challenges identified in this review could negatively influence the radiography student attrition rates, consequently worsening the existing radiography workforce shortage. Thus, urgent institutional level support systems and interventions would be necessary to mitigate the pandemic impact and improve the students' learning experience.