Impact of virtual simulation on radiography education during the war in Palestine

Simulation-based education is a vital element of radiography training, especially with the growth of virtual medical simulation (VMS). While simulation-based learning (SBL) offers recognized benefits, its influence on knowledge acquisition, retention, and clinical readiness remains under study. This research examines VMS effectiveness in supporting radiography students during wartime.

A cross-sectional study was conducted among 143 Palestinian radiography students in the West Bank; 141 valid responses were analysed. Data collected via online survey and analysed using IBM SPSS Statistics Version 26. Descriptive statistics, chi-square tests, Fisher's Exact Test, Kruskal-Wallis Test, and logistic regression were applied. Qualitative from open-ended survey responses were analysed using thematic analysis, with supplementary text-mining analyses conducted in R Version 4.5.3.

Results revealed a statistically significant association between VMS and knowledge acquisition (χ² = 7.060, p = 0.029). Although VMS use was linked to improved practical readiness, this was not statistically significant (χ² = 5.164, p = 0.076). Qualitative findings highlighted benefits such as enhanced understanding, skill development, and safe learning environments, while identifying limitations including reduced realism and lack of authentic patient interaction.

VMS was found to be an important tool for strengthening knowledge and skills among radiography students in Palestine. However, it should complement rather than replace clinical practice due to limitations in simulation realism. This study offers novel insights into SBL in conflict-affected contexts. VMS may support continued educational provision during challenging circumstances and may complement other approaches to radiography education.

VMS should integrated alongside traditional practice to maintain training quality and workforce resilience in challenging environments.