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A survey to determine the use and evaluation of simulation-based education within UK pre-registration diagnostic
E Wilkinson1, E Cadogan1, E Berry1
1Faculty of Health Studies, University of Bradford, Richmond Road, Bradford, BD7 1DP, UK.
Introduction:
The challenges in providing quality practice place learning in pre-registration diagnostic radiography education has seen a rising interest in the use of simulation-based education (SBE) within the UK and other countries. This study aimed to determine the current use and efficacy of SBE across UK higher education institutions.
Methods:
An online survey was distributed to educators delivering pre-registration diagnostic radiography programmes within the UK via professional networks and social media in 2024.
Results:
18 respondents reported use of SBE within programmes to support a range of areas within the curriculum, develop skills and prepare students for placement. Reported usage ranged from between ≥50 h and 301-350 h. Staff capacity (61.1 %) and cost of equipment (55.5 %) were highlighted as the biggest challenges to delivering SBE. The majority of respondents use pre-brief (66.6 %) and debriefs (27.7 %) or feedback (50.0 %) as part of SBE. Live radiographic imaging equipment (94.4 %) and roleplay (83.3 %) were most frequently used. Methods of evaluating the learning gain include anecdotal evidence, student self-reporting and assessment results, with increased confidence most frequently cited as the impact of SBE.
Conclusion:
Despite the challenges, SBE is a widely used and accepted pedagogy in pre-registration diagnostic radiography education.
Implications For Practice:
Ongoing faculty training and adherence to simulation standards is important to ensure SBE provides a quality learning experience. There is an opportunity to embed more robust mechanisms for evaluating the learning gain associated with SBE.
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