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Virtual reality versus conventional clinical role-play for radiographic positioning training: A students' perception
D Sapkaroski1, M Mundy1, M R Dimmock1
1Department of Medical Imaging & Radiation Sciences, School of Biomedical Sciences, Faculty of Medicine, Nursing & Health Sciences, Monash University, Building 13C, Room 108, Clayton, VIC, 3800, Australia; School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Victoria, Australia.
Introduction:
Simulated learning environments (SLEs) are commonly utilised by educational institutions. The aim of this study was to assess if students perceptions varied relating to the effectiveness of either a virtual reality (VR) simulation or traditional clinical role-play scenario in developing radiographic hand positioning skills.
Methods:
A split-cohort study was performed with Year 1 Undergraduate Radiography students (n = 76). Students were randomly assigned to undertake training for radiographic hand positioning tasks using either the CETSOL VR Clinic software (Group 1) or traditional clinical role-play (Group 2). Following completion of their positioning training, students' perceived impact of the SLE on developing practical and technical skills were assessed using a 5-point Likert scale questionnaire and free text option.
Results:
Quantitative student perception scores indicated no significant difference between the two simulation modalities, the mean agreement scores (combined strongly agree + agree) for Groups 1 and 2 were 74.8% and 83.8%, respectively, where χ2 (4, n = 66) = 9.5, p-value = 0.394. Key themes expressed by students following a thematic analysis were "engagement with the learning environment, positioning practice and comparability to clinical practice.
Conclusion:
The perceptions of novice students in training for radiographic hand positioning tasks, using either a VR SLE or clinical role-play scenario, did not differ. There was a strong similarity in common themes, however, a key point of difference identified was the benefit of repetition afforded by the VR simulation, in contrast to the need for more time using traditional role-play in a constrained laboratory setting.
Implications For Practice:
The lack of difference in student perceptions between VR and clinical role-play training, could offer a different approach to clinical training which is easily accessible and allows users to correct mistakes at their own pace.
