Karimi Hossein, Clarke Samantha, Watson Emily
San Juan de Dios Hospital, Santiago, Chile.
J Med Radiat Sci. 2025 May 5. doi: 10.1002/jmrs.882.
Preparing diagnostic radiographers for clinical roles is vital to ensure readiness for real-world scenarios. Traditional simulation methods have been central to radiography education, but virtual reality (VR) technology introduces immersive and dynamic environments that may enhance clinical preparedness. This study compares the perceptions of clinical preparedness among newly qualified radiographers trained with VR by Virtual Medical Coaching and traditional simulation methods.
A mixed-methods comparative study was conducted with 80 newly qualified radiographers from two universities. Forty were trained using VR, and forty with traditional methods. Participation in the assigned simulation methods was mandatory, but students could opt out of having their responses recorded. All invited students consented to inclusion in the study. Data were collected through semi-structured interviews, focus groups and objective performance measures, including input from heads of departments. Thematic analysis identified key themes in qualitative data, while quantitative data were analysed using mixed-effects models, two-way ANOVA and t-tests.
The mixed-effects model showed that VR-trained students had significantly higher clinical preparedness scores (β = 0.905, SE = 0.106, z = 8.513, p < 0.001). T-tests revealed that VR-trained students scored higher in confidence, adaptability, technical proficiency and problem-solving skills (p < 0.0001). VR-trained radiographers also outperformed their traditionally trained counterparts in supervisor evaluations, radiograph quality and emergency performance.
VR training enhances confidence, adaptability and technical proficiency in newly qualified radiographers. Its immersive nature, combined with immediate feedback, contributes to improved clinical preparedness. This study highlights the potential benefits of incorporating VR into radiography education.
让诊断放射技师为临床工作做好准备对于确保他们能应对实际工作场景至关重要。传统的模拟方法一直是放射学教育的核心，但虚拟现实（VR）技术引入了沉浸式和动态的环境，可能会增强临床准备能力。本研究比较了通过虚拟医学辅导接受VR培训的新合格放射技师与接受传统模拟方法培训的放射技师对临床准备的认知。
对来自两所大学的80名新合格放射技师进行了一项混合方法的比较研究。40人接受VR培训，40人接受传统方法培训。参与指定的模拟方法是强制性的，但学生可以选择不记录他们的回答。所有受邀学生均同意参与本研究。通过半结构化访谈、焦点小组和客观绩效指标收集数据，包括部门负责人的意见。主题分析确定了定性数据中的关键主题，而定量数据则使用混合效应模型、双向方差分析和t检验进行分析。
混合效应模型显示，接受VR培训的学生临床准备得分显著更高（β = 0.905，SE = 0.106，z = 8.513，p < 0.001）。t检验显示，接受VR培训的学生在信心、适应能力、技术熟练程度和解决问题的能力方面得分更高（p < 0.0001）。在主管评估、X光片质量和应急表现方面，接受VR培训的放射技师也优于接受传统培训的同行。
VR培训可增强新合格放射技师的信心、适应能力和技术熟练程度。其沉浸式特性与即时反馈相结合，有助于提高临床准备水平。本研究突出了将VR纳入放射学教育的潜在益处。
