Abstract
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.
Highlights
Simulation offers radiography students the possibility to experiment with Computed Tomography (CT) in a way not possible in clinical practice
The results demonstrated the effectiveness of the simulation intervention in terms of academic performance
The web-based design allows it to be embedded within modern Virtual Learning Environments (VLEs) allowing the students to access it in their own time and when they are off campus if they wish to review a particular topic they have experienced in clinical placement for example
Summary
Simulation offers radiography students the possibility to experiment with Computed Tomography (CT) in a way not possible in clinical practice. 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. Results: Phase 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. Conclusion: The use of the CTSim simulator had a demonstrable effect on student learning when used as an active learning component in CT teaching. Implications for practice: Simulation tools have a place in enhancing teaching and learning in terms of effectiveness and introduce variety in the medium by which this is done.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
