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    Is there a role for simulation based education within conventional diagnostic radiography? A literature review

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    Authors
    Shiner, Naomi
    Affiliation
    University of Derby
    Issue Date
    2018-02-07
    
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    Abstract
    Simulation based education is advancing, but is there a role for it in Diagnostic Radiography? The aim of this literature review was to understand the use of simulation within conventional diagnostic radiography education to raise awareness of this pedagogical approach. Objectives were to identify the prevalence and stage of delivery in education; understand the variation of simulation and learning objectives informing its use; and review the perceptions of those using simulation in education and practice. The literature review used a systematic search strategy. Library Plus, CINAHL, ScienceDirect, Medline and Google Scholar were reviewed resulting in 703 articles. Inclusion and exclusion criteria were applied with initial review of title and abstract resulting in 22 articles. Fifteen articles were selected following full text review. Simulation was used for both pre-and post-registration education. Themes included inter-professional education, use of computer software and improving patient/practitioner interactions. Increased confidence and understanding of professional roles were common outcomes. Simulation is a valuable pedagogical approach for diagnostic radiography education. Staff training and careful implementation of each stage is required to achieve desired learning outcomes.
    Citation
    Shiner, N. (2018) 'Is there a role for simulation based education within conventional diagnostic radiography? A literature review'. Radiography, 24(3), pp, 262-271. DOI: 10.1016/j.radi.2018.01.006
    Publisher
    Elsevier
    Journal
    Radiography
    URI
    http://hdl.handle.net/10545/624307
    DOI
    10.1016/j.radi.2018.01.006
    Additional Links
    https://www.sciencedirect.com/science/article/pii/S1078817418300105?via%3Dihub
    Type
    Article
    Language
    en
    ISSN
    10788174
    EISSN
    15322831
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.radi.2018.01.006
    Scopus Count
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    School of Allied Health and Social Care

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