Kay M, Brogan K
Glasgow Caledonian University, UK.
Glasgow Caledonian University, UK.
Radiography (Lond). 2024 Dec;30 Suppl 2:138-142. doi: 10.1016/j.radi.2024.11.001. Epub 2024 Nov 26.
The persistent shortage of radiographers in the UK has prompted the exploration of innovative education models to enhance practice-based learning. Peer-Assisted Learning (PAL) has been advocated as a viable method to increase clinical training capacity, yet its application in Diagnostic Imaging is constrained by regulations on ionising radiation. This study investigates the perceptions and experiences of final-year undergraduate Diagnostic Imaging students facilitating PAL within a simulated learning environment.
Final-year students were recruited via convenience sampling to act as mentors in simulated role-play activities. Data was collected through semi-structured interviews with three student mentors following the simulation. Thematic analysis of interview transcripts identified key themes related to the research question.
The analysis revealed four main themes: RELATIONSHIPS: Students valued the peer-to-peer teaching dynamic and the psychological safety provided by the simulation, which fostered reciprocal learning and enhanced inter-student relationships.
The informal, responsive nature of the simulation was perceived as beneficial for encouraging participation and allowing students to learn from mistakes without real-world consequences.
The timing of the simulation was noted as effective, aligning with academic learning. Feedback delivery and mentor preparation were also discussed, with disagreement on the value of the latter noted.
Students reported increased confidence in their clinical and mentorship abilities.
The findings support existing literature on the benefits of PAL and simulation-based education (SBE), highlighting the positive impact on psychological safety, inter-student relationships, and confidence. However, the lack of formal training for mentors suggest areas for further research.
The study underscores the potential for integrating PAL and SBE in radiography education to enhance readiness for clinical practice and foster effective peer mentoring.
英国放射技师的持续短缺促使人们探索创新的教育模式，以加强基于实践的学习。同伴辅助学习（PAL）已被倡导为一种增加临床培训能力的可行方法，但其在诊断成像中的应用受到电离辐射法规的限制。本研究调查了本科最后一年诊断成像专业学生在模拟学习环境中促进同伴辅助学习的看法和体验。
通过便利抽样招募本科最后一年的学生，让他们在模拟角色扮演活动中担任导师。在模拟结束后，通过对三名学生导师进行半结构化访谈收集数据。对访谈记录进行主题分析，确定与研究问题相关的关键主题。
分析揭示了四个主要主题：
学生重视同伴间的教学互动以及模拟提供的心理安全感，这促进了相互学习并增强了学生之间的关系。
模拟的非正式、响应性特点被认为有利于鼓励参与，并让学生在没有现实世界后果的情况下从错误中学习。
模拟的时间安排被认为是有效的，与学术学习相契合。还讨论了反馈的提供和导师的准备情况，对后者的价值存在不同意见。
学生报告称他们在临床和指导能力方面的信心有所增强。
研究结果支持了关于同伴辅助学习和基于模拟的教育（SBE）益处的现有文献，突出了对心理安全、学生间关系和信心的积极影响。然而，导师缺乏正式培训表明有进一步研究的领域。
该研究强调了将同伴辅助学习和基于模拟的教育整合到放射学教育中的潜力，以提高临床实践准备并促进有效的同伴指导。
