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• W2609552298 abstract "Introduction Clinical instructors are facing the challenge of limited clinical training sites as the opportunities to train on actual patients become less available. In addition, work regulations, productivity requirements, and patients’ awareness of trainees “practicing” on them has led to a decline in training opportunities. These factors reduced training experience into fewer direct patient encounters, and fewer opportunities to perform procedures. This study assesses the perception of students on the MRI simulation training for undergraduate medical imaging students. Methods This action research study used a triangulation method to integrate quantitative and qualitative data. After participation in six simulated MRI training sessions, students completed a questionnaire and focus group discussion to assess their perceptions. Percentage distributions were calculated for the questionnare and qualitative comments were summarized using thematic content analysis to identify recurrent themes. Results The MRI simulation program was well received by students. Simulation proved to be an effective educational method, providing a comfortable learning environment for learning.The study confirmed the constructive role of simulation in MRI education and preparation for clinical practice as 69% endorsed using the learned skills during simulation in clinical practice. Simulation training also helped to identify areas for improvement in practice and learning from mistakes (60%). Conclusions The results of this study support the use of simulation in MRI education and demonstrate that MRI-simulated training sessions were well received by radiography students. Students perceived both educational and clinical benefits from this simulation training session." @default.
• W2609552298 created "2017-05-05" @default.
• W2609552298 creator A5014804035 @default.
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• W2609552298 date "2017-06-01" @default.
• W2609552298 modified "2023-10-18" @default.
• W2609552298 title "Transforming Magnetic Resonance Imaging Education through Simulation-Based Training" @default.
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• W2609552298 doi "https://doi.org/10.1016/j.jmir.2017.01.002" @default.
• W2609552298 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/31047363" @default.
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