Simulated versus traditional therapeutic radiography placements: A randomised controlled trial

IntroductionClinical placements provide rich learning environments for health professional pre-registration education but add significant workload pressure to clinical departments. Advances in simulation approaches mean that many aspects of students’ clinical learning can be undertaken in the academic environment. There is, however, little data identifying specific pedagogical gains afforded by simulation compared to clinical placement. This study measured the impact of a comprehensive integrated simulation placement on student clinical skill acquisition.MethodsA virtual department was developed using a range of simulation equipment and software, with actors and service users providing a range of patients for students to engage with. A cohort of 29 first-year undergraduate therapeutic radiography students were randomly assigned to either simulated or conventional clinical placement. Clinical skills assessment scores provided by a blinded assessor were then compared.ResultsMean overall assessment scores for each cohort were within 3% of each other. The simulation cohort had over 10% higher “communication” scores than the traditional group (p = 0.028). The ability to gain both technical and interpersonal skills simultaneously improved learning compared to clinical placement. Students valued the structured approach of the simulated placement and the opportunity to practice techniques in a safe unpressured environment.ConclusionAn integrated simulated placement can help students to achieve clinical learning outcomes and lead to improved interpersonal skills.Implications for practiceUse of blended simulation resources can enable students to acquire technical, procedural and interpersonal skills which in turn may enable reduction of overall clinical placement time and departmental training burden.     

A virtual radiation therapy workflow training simulation

AimSimulation forms an increasingly vital component of clinical skills development in a wide range of professional disciplines. Simulation of clinical techniques and equipment is designed to better prepare students for placement by providing an opportunity to learn technical skills in a “safe” academic environment. In radiotherapy training over the last decade or so this has predominantly comprised treatment planning software and small ancillary equipment such as mould room apparatus. Recent virtual reality developments have dramatically changed this approach. Innovative new simulation applications and file processing and interrogation software have helped to fill in the gaps to provide a streamlined virtual workflow solution. This paper outlines the innovations that have enabled this, along with an evaluation of the impact on students and educators.MethodVirtual reality software and workflow applications have been developed to enable the following steps of radiation therapy to be simulated in an academic environment: CT scanning using a 3D virtual CT scanner simulation; batch CT duplication; treatment planning; 3D plan evaluation using a virtual linear accelerator; quantitative plan assessment, patient setup with lasers; and image guided radiotherapy software.ResultsEvaluation of the impact of the virtual reality workflow system highlighted substantial time saving for academic staff as well as positive feedback from students relating to preparation for clinical placements. Students valued practice in the “safe” environment and the opportunity to understand the clinical workflow ahead of clinical department experience.ConclusionSimulation of most of the radiation therapy workflow and tasks is feasible using a raft of virtual reality simulation applications and supporting software. Benefits of this approach include time-saving, embedding of a case-study based approach, increased student confidence, and optimal use of the clinical environment. Ongoing work seeks to determine the impact of simulation on clinical skills.     

Interprofessional education (IPE) in medical radiation science: A scoping review

IntroductionInterprofessional education (IPE) in medical radiation education is designed to enhance both student and longer-term patient outcomes. This scoping review aims to provide an overview of the available evidence and examine the effectiveness of IPE strategies used to enhance the development of medical radiation science (MRS) students.MethodsMedline, CINAHL, Cochrane Library and Emcare were searched for articles which employed an experimental study design to quantitatively assess the effectiveness of IPE for MRS students. Two reviewers screened and extracted relevant data independently. Critical appraisal was conducted using the JBI critical appraisal tool.ResultsEighteen studies were included in this review. Diverse approaches to IPE were discovered, particularly in terms of the method of delivery, setting and duration of interventions. MRS students interact with many professions, particularly medical doctors and nurses. All studies which employed a control arm demonstrated statistically positive findings favoring IPE intervention(s). In pre-post studies, most IPE interventions reported significant positive differences after IPE was implemented. This entailed an enhanced perceived knowledge and understanding of other professions, and ability to undertake their role in the team.ConclusionIPE was shown to be effective in enhancing students’ perceptions and attitudes and to a limited extent, improve knowledge acquisition. Future research should assess long-term effects and patient-related outcomes.Implications for practiceIPE in a variety of formats demonstrates positive results for MRS students; however, interventions which are longer-term, conducted in small groups, and performed earlier in the educational pathway, may demonstrate greater effectiveness.     

Radiography students achieving competencies through structured interprofessional education

IntroductionInterprofessional education (IPE) takes place when representatives of at least two professions work and learn together, about and from each other to provide optimal healthcare. For the successful implementation of an IPE programme, conceptualisation, planning, and operationalisation and coordination among the various professions is crucial, to assist students to obtain the desired competencies of such a programme. The purpose is to investigate if a structured IPE programme assisted radiography students to achieve competencies.MethodsAn online questionnaire was compiled from literature and completed by radiography students who participated in a structured, three-week-long IPE programme. The questionnaire was mainly quantitative (using a Likert scale), though it also consisted of qualitative elements (open-ended questions). A Fischer’s Exact test was used to compare the responses of three different year groups.ResultsFeedback from the radiography students (n=63) indicated that they achieved this IPE programme’s specific competencies: role clarification, interprofessional communication, teamwork, person-centered care and values and ethics. There was good correlation between the feedback from all three year groups. The feedback on the open-ended questions correlated with the quantitative feedback, though some students felt excluded, as there was little reference to their particular profession in the simulation session of the IPE programme.ConclusionThe results of the study indicate that radiography students achieved the prescribed competencies of a structured IPE programme. The results provide insight into ways to improve the IPE programme. A recommendation emanating from the results of this study is that, to improve the experience of all healthcare professions students, structured IPE programmes have to promote inclusive teaching and learning.Implications for practiceRadiography students that participate in a structured IPE programme develop competencies necessary for effective collaborative clinical practice.     

Motivation of student radiographers in learning situations based on role-play simulation: A multicentric approach involving trainers and students

Introduction

Role-play simulation is implemented in different radiography institutions. This tool develops Knowledge, Skills and Competences (KSC) in students. The aim of this study was to identify the strategies implemented by trainers in order to encourage student motivational dynamics and to find those that resonate with students.

Frequency-domain simulation of MR tagging

Simulation of MR images is a useful tool for offline sequence development and as an aid to understanding image formation. One particular application of simulation is MR tagging, which is used for tracking myocardial motion. Simple spatial-domain methods cannot adequately represent effects common in these images, such as motion artifact and signal wrap. An existing frequency-domain model is shown to be inappropriate for tagged images, and an extension based on the Bloch equations and Fourier shift theorem is described to correct this. Software incorporating the new model is used to generate ideal tag intensity profiles and to accurately simulate tagged images. The shifted k-space patterns associated with tagged images, and their dependence on the order of the binomial tagging sequence, are explained. An application of the Fourier shift theorem is suggested that allows more rapid simulation of static tagged images.     

海军基层军医战伤救治培训课程设计与评价

目的 研究创建适合新战场的海军战伤培训模式。方法 设计了舰队基层军医战救技能培训课程,海战伤救治培训课程模块采用了理论授课与专家演示方式进行,基础生命支持采用美国心脏学会标准化模拟教学进行。结果 海战伤救治培训课程模块授课前后测试成绩差异比较有统计学意义,基础生命支持培训课程授课前后测试成绩差异比较有统计学意义,两个模块的课后测试成绩之间差值差异比较有统计学意义。结论 海军基层军医战伤救治意识和能力需要提高,医学模拟教学形式有利于较短时间内掌握战救基本技能和知识,急需建立适应海军基层军医战救培训体系。     

Computer based simulation in CT and MRI radiography education: Current role and future opportunities

ObjectiveThe use of Computer-based simulation (CBS), a form of simulation which utilises digital and web based platforms, is widely acknowledged in healthcare education. This literature review explores the current evidence relating to CBS activities in supporting radiographer education in CT and MRI.Key findingsJournal articles published between 2010 and 2020 were reviewed (n = 663). The content was evaluated and summarised with the following headings; current utility, overview of CBS types, knowledge acquisition and evaluation, and student perspective.CBS utility in CT and MRI radiography education is limited. Its current use is for pre-registration education, and the interfaces used vary in design but are predominantly used as a preclinical learning tool to support the training of geometric scan planning, image acquisition and reconstruction, and associated technical skills. CBS was positively acknowledged by student radiographers; based on its inherent flexibility, self-paced learning and the ability to practice in a safe environment. Nonetheless, the educational validation of CBS in CT and MRI education pertaining to knowledge and skill acquisition has not been fully assessed through rigorous academic assessments and metrics.ConclusionThe current use of CBS in CT and MRI education is limited. The development of software programmes with functionality and capability that correlates with current clinical practice is imperative; and to enable more research in CBS utility to be undertaken to establish the efficacy of this pedagogical approach.Implications for practiceDue to limited placement opportunities, the use of simulation is increasing and evolving; in line with the approach to design and deliver high quality Simulation Based Education (SBE) in Diagnostic Radiography education. The continued development, utility and evaluation of CBS interfaces to support student radiographers at pre and post registration level is therefore essential.     

CTSim: Changing teaching practice in radiography with simulation

IntroductionSimulation offers radiography students the possibility to experiment with Computed Tomography (CT) in a way not possible in clinical practice. The aim of this work was to test a newly developed simulator ‘CTSim’ for effectiveness in teaching and learning.MethodsThe simulator was tested in two phases. The first phase used a test-retest methodology with two groups, a group that experienced a Simulation based learning intervention and one which did not. The second phase subsequently tested for changes when the same intervention was introduced as part of an existing CT training module.ResultsPhase 1 demonstrated statistically significant improvement of mean scores from 58% to 68% (P < .05) for students who experienced the intervention against no change in scores for the control group. Phase 2 saw mean scores improve statistically significantly in a teaching module from 66% to 73% (P < .05) following the application of the intervention as an active learning component.ConclusionThe use of the CTSim simulator had a demonstrable effect on student learning when used as an active learning component in CT teaching.Implications for practiceSimulation tools have a place in enhancing teaching and learning in terms of effectiveness and also introduce variety in the medium by which this is done.     

磁共振成像技术应用于肿瘤放射治疗的进展

随着大孔径MRI设备逐步投入临床,磁共振成像(MRI)技术在肿瘤放射治疗中的成功应用引起了众多学者的关注。本文综述了磁共振成像技术在模拟定位、靶区勾画、剂量计算、疗效评估等方面的应用进展,并对4D-MRI以及MRI引导放疗的应用潜力进行了总结。     

影像组学与深度学习在肿瘤放疗中的研究进展

影像组学作为一种非侵入性的图像分析方法,能够深度发掘隐藏在医学影像背后的临床信息。深度学习技术的发展将影像组学研究提升到了新的高度,大量研究结果证实了其在肿瘤放疗中的应用价值。笔者从影像组学的研究背景出发,就其在肿瘤放疗中的研究进展进行综述。     

对辐照牙釉质EPR谱数学模拟的研究

目的　建立辐照牙釉质EPR谱数学模拟方法。方法　采用高斯函数一阶微商作为基本的模型函数 ,编写基于Marquardt Levenberg非线性最小二乘法曲线拟合算法的计算程序模拟辐照牙釉质EPR谱 ,并检验拟合精度。结果　对 2 70和 84 0mGy辐照的牙釉质样品的EPR复合谱 ,拟合后的残谱分别为 - 1 6 1± 2 3 5 9和 - 3 77± 2 4 94 ,残谱均值和标准差分别占各自峰高的 0 3%、3 8%和 0 4 %、3%。结论　这种算法和模型函数能很好地模拟辐照牙釉质EPR复合谱。     

三维CT模拟定位计划系统在放射治疗中的应用研究

目的：通过三维CT模拟定位计划系统的临床应用研究,评价其在放疗中的作用。方法：将螺旋CT,三维激光定位系统和Focus 9200三维计划系统通过网络连接,形成放疗科专用的集影像诊断,图像传送,肿瘤定位和三维计划为一体的三维CT模拟定位计划系统。分别对143例肿瘤病人进行CT模拟定位和治疗计划。结果：CT模拟定位和X线模拟定位一样可人定位到体表标记的全过程。利用CT进行定位,可为靶区的确定,复杂多野照射,适形调强放疗以及立体定向放疗提供更多的图象信息和更高的定位精度,使治疗中心和实际靶中心的重复误差＜2mm。结论：CT模拟定位可用于大多数肿瘤病人的定位,是实现高精度放疗的必备设备之一。     

Exploring the DNA mixture deconvolution through simulation

ABSTRACT

If an unambiguous single-source DNA profile is obtained from a crime scene, then a potential person of interest can either match or not match the crime scene profile and the likelihood ratio for the single matching genotype can be easily computed. Mixed DNA profiles on the other hand are typically ambiguous and a vast number of different likelihood ratios can be obtained depending on the genotype of a potential person of interest that is compared with the mixture later. In the absence of a person of interest it can be unclear how suitable the profile is for discriminating between donors and non-donors. We introduce a simulation method to explore the range of likelihood ratios that is expected to be obtained when a non-donor or a true donor is compared with the mixed DNA profile. Sampling is conditional on the mixture deconvolution obtained using probabilistic genotyping. These simulations help to decide whether or not a (mixed) profile is suitable for comparison to a person of interest. Moreover, the methods can be used to determine whether a profile is suitable for upload to a database and whether or not potential rework could be advised.     

Simulation based learning to facilitate clinical readiness in diagnostic radiography. A meta-synthesis

IntroductionSimulation based learning (SBL) has been used in diagnostic radiography for teaching and learning purposes. However, the method of offering the SBL opportunities has not been placed in the context of whether the experiences provide the student with a real life simulation. Moreover, in the light of the current staff shortages and healthcare issues in South Africa, placing students into the clinical practice without sound grounding in the application of theory into practice would be unfair to the student and patients. Thus, SBL could provide the opportunity for the student to learn in a safe teaching and learning environment.MethodsA qualitative, meta- synthesis was undertaken using systematic literature searches. The existing literature in English was retrieved from databases (Medline, CINAHL and ScienceDirect). The keywords used were simulation based learning, simulation, radiography and diagnostic radiography.ResultsThemes and categories were developed from the literature. Theme 1: An authentic and realistic situation, which is relevant to the development of a professional in the context of the profession. Theme 2: Building confidence in a safe, reliable and nurturing environment. Theme 3: Active participation in a collaborative process.ConclusionThe meta synthesis revealed three major themes that can be used as a framework to motivate for the use of SBL in a diagnostic radiography programme.Implications for practiceThe implementation of SBL that could prepare students for the workplace. SBL focused on specific competencies for clinical readiness.