'Real' Formative Assessment? An Exploratory Study of Simulated Learning in the Post-Compulsory Radiography Curriculum

Autor/inn/en	Hedges, Clive; Ingleby, Ewan; Cosson, Philip
Titel	'Real' Formative Assessment? An Exploratory Study of Simulated Learning in the Post-Compulsory Radiography Curriculum
Quelle	In: Research in Post-Compulsory Education, 25 (2020) 3, S.279-294 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hedges, Clive) ORCID (Ingleby, Ewan) ORCID (Cosson, Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2020.1802940
Schlagwörter	Formative Evaluation; Radiology; Medical Education; Graduate Students; Undergraduate Students; Student Experience; Simulated Environment; Laboratories; Role Playing; Computer Simulation; Technology Integration; Experiential Learning; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Radiologie; Medizinische Ausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Künstliche Umwelt; Laboratory; Laboratorium; Rollenspiel; Computergrafik; Computersimulation; Experiental learning; Erfahrungsorientiertes Lernen; Ausland
Abstract	This article explores the student experience of simulated learning in post-compulsory radiography education. The content is based on the varied experiences of students using both laboratory-based simulation exercises and a virtual reality computer simulation activity by situating these views within a wider understanding of the students' journey through their undergraduate and postgraduate studies. Much research on the application of technology in pedagogy in post-compulsory education has sought to find ways of measuring the efficacy of such interventions in raising student achievement. This research reveals a diverse range of student experiences in learning with technology. There are potential pedagogical benefits with computer simulation in radiography education; however, the research reveals the need for educators and policy-makers to recognise the sheer complexity of radiography practice and the importance of evaluating simulation within a holistic view of the curriculum. The data were gathered via four focus group discussions; one research interview; and reflections that were made about simulated learning within research diaries. The article contributes to new knowledge about the use of simulated learning in post-compulsory medical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01