NIGERIAN RADIOGRAPHY STUDENTS’ CLINICAL EXPERIENCE: WHY VIRTUAL RADIOGRAPHY SIMULATION SHOULD BE INTRODUCED AS AN ADJUNCT TO CLINICAL TRAINING

Abstract

Objective: To evaluate the clinical training experience of radiography students and their tutors, and assess their attitude towards the use of virtual simulation as an adjunct to clinical postings.

Methods: A survey was conducted on third- to fifth-year radiography students in five universities offering radiography as a five-year degree programme and on radiographers involved in students training. Data was collected and displayed using tables and figures.

Results: A total of 276 students (169 males and 107 females) and thirty-six radiographers (24 males and thirteen females) responded. The students were exposed to a wide range of modalities, but most of them (78.3%, n = 216) reported that they had issues with overcrowding and were not allowed to attend to patients (60.1%, n = 166). 55.8%, n = 154) classified themselves as “static observers” as opposed to “passive” (20.7%, n = 57) and “active” (23.6%, n = 65) observers. They rated themselves “average” in clinical practise but were equally divided on their levels of satisfaction with their clinical experience, with 52.9% (n = 146) expressing dissatisfaction against the 47.1% (n = 130) that expressed satisfaction. Few of the radiographers who have used VR software before responded that they were open to newer and better methods of clinical training.

Conclusion: The learning environment for clinical procedures for the students is not conducive. The introduction and use of virtual simulation will be a welcome development, as it will improve the clinical training of radiography students.