From the Departments of Odontology (J.B.A., T.A.N., M.J.) and Psychology (L.R.H.), Umeå University, Umeå, Sweden; and Department of Radiology (T.S.D., G.E.G.), Stanford University Medical Media & Information Technologies (P.D., P.L.Y., R.P.C.), Stanford School of Medicine, Stanford University, CA.
Simul Healthc. 2013 Dec;8(6):382-7. doi: 10.1097/SIH.0b013e3182a60a48.
A simulator for virtual radiographic examinations was developed. In the virtual environment, the user can perform and analyze radiographic examinations of patient models without the use of ionizing radiation. We investigated if this simulation technique could improve education of radiology technology students. We compared student performance in the assessment of radiographic image quality after training with a conventional manikin or with the virtual radiography simulator.
A randomized controlled experimental study involving 31 first-year radiology technology students was performed. It was organized in 4 phases as follows: (I) randomization to control or experimental group based on the results of an anatomy examination; (II) proficiency testing before training; (III) intervention (control group, exposure and analysis of radiographic images of the cervical spine of a manikin; experimental group, exposure and analysis of the cervical spine images in the virtual radiography simulator); and (IV) proficiency testing after training.
The experimental group showed significantly higher scores after training compared with those before training (P < 0.01). A linear mixed-effect analysis revealed a significant difference between the control and experimental groups regarding proficiency change (P = 0.01).
Virtual radiographic simulation is an effective tool for learning image quality assessment. Simulation can therefore be a valuable adjunct to traditional educational methods and reduce exposure to x-rays and tutoring time.
开发了一种用于虚拟放射检查的模拟器。在虚拟环境中，用户可以在不使用电离辐射的情况下对患者模型进行放射检查和分析。我们研究了这种模拟技术是否可以提高放射技术学生的教育水平。我们比较了学生在接受传统模拟人或虚拟放射模拟器培训后评估放射图像质量的表现。
进行了一项涉及 31 名一年级放射技术学生的随机对照实验研究。它分为以下 4 个阶段进行：（I）根据解剖考试结果进行随机分组到对照组或实验组；（II）培训前进行熟练程度测试；（III）干预（对照组，暴露和分析模拟人颈椎的放射图像；实验组，暴露和分析虚拟放射模拟器中的颈椎图像）；（IV）培训后进行熟练程度测试。
实验组在培训后得分明显高于培训前（P<0.01）。线性混合效应分析显示，两组在熟练程度变化方面存在显著差异（P=0.01）。
虚拟放射模拟是学习图像质量评估的有效工具。因此，模拟可以作为传统教育方法的有益补充，并减少对 X 射线的暴露和辅导时间。
