Learning environment of transvaginal ultrasound practice in simulation setting versus clinical setting: a qualitative study’, Ultrasound in Obstetrics & Gynecology

ورقة مؤتمر
, Almestehi, M., Moran, M. & Stanton, M. . 2020
نوع عمل المنشور
اسم المؤتمر
ISUOG 2020 Virtual World Congress on Ultrasound in Obstetrics and Gynecology
تاريخ المؤتمر
ملخص المنشورات

Objectives: This study aimed to explore MSc Ultrasound students’ experiences of using simulation-based training for transvaginal ultrasound practice (TVUS). The study explored the students’ views in the TV learning environments of both simulation-based training and clinical-based training.

Methods: A phenomenological qualitative study was conducted at University College Dublin, Republic of Ireland, in 2018 and 2019 which included 16 participants (ten midwives and six radiographers). Individual phone-based interviews were completed and the thematic method was employed for analysis. Member checking (respondent validation) was used to ensure the credibility of both the collected data and the thematic synthesis of the results.

Results: Several themes were generated from the interviews which highlighted the difference in learning transvaginal ultrasound (TVUS) between clinical and simulation environments. The participants reported that the simulation learning environment was relaxed when compared to training during clinical practice, due to the opportunity to focus on the TV scans and to discuss the findings with colleagues in an unlimited length of time and without concerns about the patient’s presence. The clinical training was reported as a stressful environment for learning due to the need to perform an invasive scan with limited experience, time constraints and limited privacy to perform learning attitudes in front of patients.

Conclusions: Simulation-based training was found to be a friendly learning environment that provides a relaxed format for learning TVUS skills when compared to clinical-based training. The opportunity to train freely without time constraints in a private environment was of considerable importance to novice practitioners and was found to potentially induce efficient learning experiences once employed within the context of limited pressure.