Virtual reality versus conventional clinical role-play for radiographic positioning training: A students' perception study

Introduction: Simulated learning environments (SLEs) are commonly utilised by educational institutions. The aim of this study was to assess if students perceptions varied relating to the effectiveness of either a virtual reality (VR) simulation or traditional clinical role-play scenario in developing radiographic hand positioning skills. Methods: A split-cohort study was performed with Year 1 Undergraduate Radiography students (n = 76). Students were randomly assigned to undertake training for radiographic hand positioning tasks using either the CETSOL VR Clinic software (Group 1) or traditional clinical role-play (Group 2). Following completion of their positioning training, students' perceived impact of the SLE on developing practical and technical skills were assessed using a 5-point Likert scale questionnaire and free text option. Results: Quantitative student perception scores indicated no significant difference between the two simulation modalities, the mean agreement scores (combined strongly agree thorn agree) for Groups 1 and 2 were 74.8% and 83.8%, respectively, where chi 2 (4, n = 66) = 9.5, p-value = 0.394. Key themes expressed by students following a thematic analysis were "engagement with the learning environment, positioning practice and comparability to clinical practice. Conclusion: The perceptions of novice students in training for radiographic hand positioning tasks, using either a VR SLE or clinical role-play scenario, did not differ. There was a strong similarity in common themes, however, a key point of difference identified was the benefit of repetition afforded by the VR simulation, in contrast to the need for more time using traditional role-play in a constrained laboratory setting. Implications for practice: The lack of difference in student perceptions between VR and clinical role-play training, could offer a different approach to clinical training which is easily accessible and allows users to correct mistakes at their own pace. (C) 2019 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.