Evaluation of students' clinical performance post-simulation training.

Area of Science:

• Medical Education
• Diagnostic Medical Sonography
• Simulation-Based Learning

Background:

• Traditionally, sonographer skills are acquired through hands-on patient training in Australia.
• A novel undergraduate-postgraduate course integrated ultrasound simulation for novice sonographer students.
• Simulation prepared students for patient interactions by teaching psychomotor and communication skills.

Purpose of the Study:

• To evaluate the transferability of ultrasound skills learned in simulation to real-world clinical practice.
• To assess the impact of simulation-based learning on novice sonographer competence.
• To identify factors influencing the efficacy of skill transfer in diagnostic medical sonography education.

Main Methods:

• Clinical performance evaluations of 174 second-year sonographer students post-simulation.
• Data collected over two years (2015-2016) by 94 clinical supervisors.
• Statistical analysis using logistic regression to model binomial proportions of skill transfer.

Main Results:

• Students achieved advanced beginner competence (≥3/5) in psychomotor and communication skills one month into clinical practice.
• Significant variation (P < 0.001) in the transferability of knowledge and skill components was observed.
• Scanning tasks, particularly 'extending the examination,' transferred less effectively than other skills; deliberate practice improved transfer.

Conclusions:

• Preclinical simulation with standardized patients, clear objectives, and immediate feedback facilitates substantial ultrasound skill transfer.
• The efficacy of skill transfer is variable but can be improved through increased deliberate practice and enhanced feedback quality.
• Simulation is a valuable tool for enhancing sonographer education, patient safety, and reducing clinical training burdens.