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dc.contributor.authorHarcus, J.W.
dc.contributor.authorSnaith, Beverly
dc.date.accessioned2019-07-05T16:03:40Z
dc.date.accessioned2019-07-10T08:40:44Z
dc.date.available2019-07-05T16:03:40Z
dc.date.available2019-07-10T08:40:44Z
dc.date.issued2019
dc.identifier.citationHarcus JW and Snaith B (2019) Expanding training capacity for radiographer reporting using simulation: Evaluation of a pilot academy project. Radiography. Accepted for Publication.en_US
dc.identifier.urihttp://hdl.handle.net/10454/17163
dc.descriptionYesen_US
dc.description.abstractIntroduction: Whilst there is increasing demand on radiology services in the UK, pressures are restricting the expansion of the multi-professional workforce. A pilot academy for radiography reporting was established to augment the traditional university and clinical education in a simulated environment using focussed teaching and real image worklists in a dedicated environment away from departments. Methods: Located at a facility to replicate the clinical reporting environment, the emphasis of the nine-month pilot was to provide extensive ‘hands-on’ training to eight trainees. Evaluation of the academy was undertaken through focus groups, telephone interviews, and online surveys to consider the experiences of the trainees and their managers and mentors. Results: There was overwhelming support for the academy from trainees, mentors, and managers. Key benefits included relieving pressures on department and mentors; providing an intense, structured, and safe environment to learn; and, perhaps most importantly, an extensive and cohesive peer-support network. Issues identified included conflict within departments due to differences in reporting style and the need for greater collaboration between the university, academy, and departments. Conclusion: The use of simulation in education is widely researched, however, there are a number of key factors that need to be considered when implementing it into practise. Peer-support and reflection is seen as essential for its success. Extensive dedicated time to focus on reporting alongside peers can support the development of these skills away from the clinical environment and as such can reduce pressure on service delivery and positively influence learner outcomes.en_US
dc.description.sponsorshipThe pilot academy received funding from the NHS Vanguard scheme (Working Together NHS Vanguard) for purchase of equipment and the salaries of the clinical educator (pro-rata). The university fees and backfill payments were funded by Health Education England.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttps://doi.org/10.1016/j.radi.2019.05.010en_US
dc.rights© 2019 Published by Elsevier Ltd on behalf of The College of Radiographers. All rights reserved. Reproduced in accordance with the publisher's self-archiving policy. This manuscript version is made available under the CC-BY-NC-ND 4.0 license.en_US
dc.subjectSimulationen_US
dc.subjectRadiographer reportingen_US
dc.subjectImage interpretationen_US
dc.subjectAdvanced practiseen_US
dc.subjectPost-graduate educationen_US
dc.subjectClinical mentorshipen_US
dc.titleExpanding training capacity for radiographer reporting using simulation: Evaluation of a pilot academy projecten_US
dc.status.refereedYesen_US
dc.date.Accepted2019-05-30
dc.date.application2019-06-19
dc.typeArticleen_US
dc.date.EndofEmbargo2020-06-20
dc.type.versionAccepted manuscripten_US
dc.description.publicnotesThe full-text of this article will be released for public view at the end of the publisher embargo on 20 June 2020.en_US
dc.date.updated2019-07-05T15:03:47Z
refterms.dateFOA2019-07-10T08:41:22Z


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