C Zorn1, J-P Dillenseger2, E Bauer3, E Moerschel4, B Bachmann5, C Buissink6, B Jamault7. 1. Section IMRT, Lycée Jean Rostand, Académie de Strasbourg, Strasbourg, France; Center for Training and Research in Health Sciences Education (CFRPS), Faculté de médecine de Strasbourg, Strasbourg, France. Electronic address: claudine.zorn@ac-strabourg.fr. 2. Section IMRT, Lycée Jean Rostand, Académie de Strasbourg, Strasbourg, France; ICube UMR 7357, équipes AVR/MMB, CNRS, Université de Strasbourg, Strasbourg, France. Electronic address: jp.dillenseger@unistra.fr. 3. Section IMRT, Lycée Jean Rostand, Académie de Strasbourg, Strasbourg, France. Electronic address: eric.bauer@ac-strasbourg.fr. 4. Section IMRT, Lycée Jean Rostand, Académie de Strasbourg, Strasbourg, France. Electronic address: elisabeth.moerschel@ac-strasbourg.fr. 5. Haute Ecole de Santé, Genève, Switzerland. Electronic address: barbara.bachmann@hesge.ch. 6. Department of Medical Imaging and Radiation Therapy, Hanze University of Applied Sciences, Groningen, the Netherlands. Electronic address: c.buissink@pl.hanze.nl. 7. Centre hospitalo-Universitaire de Amiens, Amiens, France; SimUSanté, Amiens, France. Electronic address: jamault.beatrice@chu-amiens.fr.
Abstract
INTRODUCTION: Role-play simulation is implemented in different radiography institutions. This tool develops Knowledge, Skills and Competences (KSC) in students. The aim of this study was to identify the strategies implemented by trainers in order to encourage student motivational dynamics and to find those that resonate with students. METHODS: Three role-play simulation sessions using a grid were observed in two different radiography institutions that have a simulation centre (two French institutions and one Swiss). In order to identify explicitly or implicitly the motivational strategies used, four interviews with trainers were conducted. To understand students' opinions about these strategies, seven interviews with radiography students were done. RESULTS: Defining motivation was not easy. The trainers used various strategies to motivate students, not all of which were verbalized in interviews. Although students said they were stressed prior to participating in role-play simulation, this study shows that such simulation sessions are effective to develop high motivational dynamics for students. CONCLUSION: This study has identified three main areas of improvement: exploring students' expectations, give importance to patients briefing so that they can fully perform their role and improving the authenticity of the environment. The latter issue can only be addressed through access to up-to-date equipment in training institutions.
INTRODUCTION: Role-play simulation is implemented in different radiography institutions. This tool develops Knowledge, Skills and Competences (KSC) in students. The aim of this study was to identify the strategies implemented by trainers in order to encourage student motivational dynamics and to find those that resonate with students. METHODS: Three role-play simulation sessions using a grid were observed in two different radiography institutions that have a simulation centre (two French institutions and one Swiss). In order to identify explicitly or implicitly the motivational strategies used, four interviews with trainers were conducted. To understand students' opinions about these strategies, seven interviews with radiography students were done. RESULTS: Defining motivation was not easy. The trainers used various strategies to motivate students, not all of which were verbalized in interviews. Although students said they were stressed prior to participating in role-play simulation, this study shows that such simulation sessions are effective to develop high motivational dynamics for students. CONCLUSION: This study has identified three main areas of improvement: exploring students' expectations, give importance to patients briefing so that they can fully perform their role and improving the authenticity of the environment. The latter issue can only be addressed through access to up-to-date equipment in training institutions.