Article type
Abstract
Background: Evidence summaries indicate that simulation-based training (SBT) can improve patient care processes and outcomes. As such, SBT aligns well with the goal 3 of the United Nations' Sustainable Development, “Ensure healthy lives and promote well-being for all at all ages”, which emphasizes the need for quality healthcare and patient safety. Learning about patient safety through SBT is recommended, however reviews addressing SBT in radiography are lacking.
Objectives: We aimed to explore, map and summarize the extent, range, and nature of research on SBT in radiography education.
Methods: We followed Arksey and O’Malley’s framework for scoping reviews, and searched MEDLINE, Embase, Epistemonikos, The Cochrane Library, ERIC, and Scopus on January 9, 2020. Publications from academic and clinical settings within any radiography specialization were eligible for inclusion. Two review authors independently screened abstracts and titles and extracted data. The PRISMA Extension for Scoping Reviews reporting guidelines was followed. The protocol was published in BMC Systematic Reviews (2020).
Results: The search yielded 10492 records; 6585 were screened for title and abstract, whereof 156 reports were read in full text and 78 studies were included. Included studies were published between 2003 – 2023, and the majority were conducted in English speaking countries (n=53). Most studies (n=51) used quantitative designs (11 randomized controlled trials). The most frequent data-collection methods were questionnaires (n=54) and proficiency tests (n=22). Included studies comprised 3608 participants, mainly from undergraduate programs (n=58). The most common specializations were radiography (n=26) and radiation therapy (n=21). A range of simulation topics were reported, including procedural training (n=56), patient care (n=27), interprofessional collaboration (n=16) and patient safety (n=15). The most common equipment/support used was virtual reality (n=28), live model (n=29), simulator (n=13), phantom (n=9) and computer (n=8). Skills was the most commonly outcome reported (n=66). No patient outcomes were reported. A small proportion of studies reported on theoretical rationale (n=21). Results from the updated search (January 3, 2024) will be presented at the conference.
Conclusions: The number of studies on SBT emphasize the need for more focused reviews, including by design and specializations, and there is a need for improving reporting of simulation-based research.
Objectives: We aimed to explore, map and summarize the extent, range, and nature of research on SBT in radiography education.
Methods: We followed Arksey and O’Malley’s framework for scoping reviews, and searched MEDLINE, Embase, Epistemonikos, The Cochrane Library, ERIC, and Scopus on January 9, 2020. Publications from academic and clinical settings within any radiography specialization were eligible for inclusion. Two review authors independently screened abstracts and titles and extracted data. The PRISMA Extension for Scoping Reviews reporting guidelines was followed. The protocol was published in BMC Systematic Reviews (2020).
Results: The search yielded 10492 records; 6585 were screened for title and abstract, whereof 156 reports were read in full text and 78 studies were included. Included studies were published between 2003 – 2023, and the majority were conducted in English speaking countries (n=53). Most studies (n=51) used quantitative designs (11 randomized controlled trials). The most frequent data-collection methods were questionnaires (n=54) and proficiency tests (n=22). Included studies comprised 3608 participants, mainly from undergraduate programs (n=58). The most common specializations were radiography (n=26) and radiation therapy (n=21). A range of simulation topics were reported, including procedural training (n=56), patient care (n=27), interprofessional collaboration (n=16) and patient safety (n=15). The most common equipment/support used was virtual reality (n=28), live model (n=29), simulator (n=13), phantom (n=9) and computer (n=8). Skills was the most commonly outcome reported (n=66). No patient outcomes were reported. A small proportion of studies reported on theoretical rationale (n=21). Results from the updated search (January 3, 2024) will be presented at the conference.
Conclusions: The number of studies on SBT emphasize the need for more focused reviews, including by design and specializations, and there is a need for improving reporting of simulation-based research.