Use of Simulated Learning in Radiology - Article Example

SIMULATED LEARNING IN RADIOLOGY By + Introduction Simulation is an advanced method of learning where students are engaged actively as opposed to passive mode of learning. Learners play roles rather than just reading and listening. They come up with decisions and observe the outcome of their decisions. Simulations are useful because they generate more energy in students than other methods like classroom lectures. Researchers in radiology have emphasized the need to integrate simulation in training and teaching programmes for clinicians (Robertson, Paige & Bok, 2012). Majority of the instructors in radiology are of the view that simulation should replace lectures because of the limited available time to train. Simulator models are effective in environments that are risk-free in training skills. The models also help to improve the safety of the patients in radiology training. The Board of surgery in America has made it mandatory for surgeon trainees to undergo a simulation test before taking the summative examination. It will become an essential tool for medical practitioners just as it is for pilots (Levine, 2013: Collins, & Stern, 2008). Researchers are looking for ways of integrating technology and knowledge from areas like surgery and anesthesia to the field of radiology. Paige argues that many programmes of teaching prefer having residents to learn with simulators for time maximization with patients. Simulation aids residents in developing confidence when it comes to dealing with infrequent events that are critical. Simulation can be well merged with interventional radiology (IR) given that IR is procedural (Pasler, 1992: Patel & Joseph, 2012: Bessemer & Myers, 1998). After internalizing basic skills like tying knots, residents can advance to use of virtual reality machines which stimulate procedures like selective arterial catheterization. Embolism is one of the events that can arise and it can be dealt with through simulation. Benefits of Simulation in Radiology Training by simulation has performed a major role in reliability and performance improvement in radiology and medical organizations by reduction of human factors. Simulation focuses on decision making, training of clinical teams, safety of patients and management of errors. The training of teams is viewed in a multi-disciplinary way. It should be able to respond to the changing radiology environment. Advancements in teamwork have resulted to high job satisfaction, high efficiency, increased productivity and safer ways of patient care. Simulation, when integrated in radiology programmes helps to train and acts as a remedy to limited training time. It gives residents time to rehearse for events which rarely happen but are critical. Note that simulation is different from training while on the job but it makes learners familiar with practical skills apart from theoretical concepts acquired. Through familiarity and repetition, simulation- based teaching can increase the rate of learning (United States. 1993: Thompson, 2001: Levine, 2013). Simulation is an ingredient of competency in radiology. It ensures that vital aspects of radiology are incorporated in the curriculum like the decisions made and their consequences. It creates new opportunities to counter the difficulties in learning. Paying attention to learning scenarios can help course instructors in identifying trainees who have weaknesses in learning. Remedies should be provided to these trainees before allowing them in a clinical environment. Simulation can also be used in aptitude testing. Course instructors can use simulation to carry out aptitude tests on trainees in the field of radiology. Instructors may want to compare the native skills of trainees with their acquired skills and find out if there is any correlation. The acquired skills alone may not predict the final practice success of the trainees. Performance rehearsal. Simulation is about acting and taking the roles of other people like members of a team and patients. When the actors assume these roles, they develop a largerperspective of the surrounding in which they are training to operate. For instance, when an actor takes the role of a patient explaining his or her problem to the radiologist, the actor assumes that he is explaining to a real radiologist (Halmshaw, 1995: Thoureen, & Scott, 2013: White & Pharoah, 2014: Kyle, & Murray, 2008). This enhances practicability. Trainees also learn how to operate and use radiology tools like X-ray and ultrasound machines. Simulation scope in radiology A distributed model is considered the best for radiology. This model maximizes the resources available and conducts programmes in a way that is economical to a broad audience. Simulation scope in radiology focuses on four levels: Identifying cases of excellent practice in simulation radiology. Connecting these cases to the programmes and where possible supporting advancements and validating new techniques of simulation. Providing simulation within the schemes of training. This act is meant to ensure that simulation becomes more useful and utilitarian to both the trainees and the trainers in the field of radiology. If the aims and goals of simulation-based training are achieved then we can confidently say that simulation is utilitarian. Including and promoting simulation in schemes where it is not practiced. The reason is to ensure that all radiology trainees train under uniform conditions. They should be able to share common ideas which are related to radiology especially in practical areas. Integration of simulation-based training in all schemes will eliminate any doubts on the professionalism of radiologists. Providing support to radiology institutions in presentation of simulation-based training. The support may be through training the radiology instructors on how to conduct effective simulation when training. Financial support may also be necessary to enable them acquire the necessary materials for simulation (Frommer, 2001: Gaberson & Oermann, 2010: Baek, 2010: Riis, 1995). We have several models of simulation, among then we have: Standardized patient simulation which involves actors taking the part of patients and clinical team members in terms of roles. This model is important when it comes to training teams in terms of communication skills and inter-professional relationships. Task-based simulation is another method which utilizes commercial products in learning specific skills (Levine, 2013: Riley, 2008: Kandarpa & Machan, 2011). Conclusion Simulation in radiology is viewed as an education technique in a multi-disciplinary dimension. It is utilitarian in nature because it aids both the trainer and the trainee in the training of radiology. It is viewed as an effective way of training because it provides opportunities that other methods like lecturing cannot provide to trainees. Apart from practice, simulation helps trainees to improve their communication skills and their interpersonal relationships by experiencing unique and common scenarios. There has been a noted acceleration in resident training as a result of this advancement in radiology. It has become easier to categorize residents in regard to their levels of understanding and mastery of skills. Those in need of more practice are attended to accordingly. As a result, we note that the radiology field is in a better position to raise competent professionals compared to other fields which have not integrated simulation in training. There are special procedures to be followed to ensure proper application of simulation in training radiologists. Improper application of simulation may render it useless. Before deciding to adopt this technique, the institution or organization under concern should create a favorable environment for simulation. Reference ROBERTSON, H. J., PAIGE, J. T., & BOK, L. (2012).Simulation in radiology. New York, Oxford University Press. LEVINE, A. I. (2013). The comprehensive textbook of healthcare simulation.New York, NY, Springer.http://dx.doi.org/10.1007/978-1-4614-5993-4. COLLINS, J., & STERN, E. J. (2008). Chest radiology: the essentials. Philadelphia, Wolters Kluwer Health/Lippincott Williams & Wilkins. PASLER, F. A. (1992). Radiology. Stuttgart, G. Thieme. PATEL, H., & JOSEPH, J. (2012).Simulation training in laparoscopy and robotic surgery. London, Springer. BESSEMER, D. W., & MYERS, W. E. (1998). Sustaining and improving structured simulation- based training. 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