M Almestehi1, W Alomaim2, L Rainford2, D Stokes3, M Stanton2, M Moran2. 1. Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland; Diagnostic Imaging, College of Applied Studies and Community Service, King Saud University, Riyadh, Saudi Arabia. Electronic address: may.almestehi@hotmail.com. 2. Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland. 3. Health Sciences Library, University College Dublin, Belfield, Dublin 4, Ireland.
Abstract
OBJECTIVES: This systematic review investigates the role of the ScanTrainer as a virtual reality training simulator and its impact on the scanning skills in transvaginal ultrasound of novice ultrasound practitioners. KEY FINDINGS: After searching ten databases for studies incorporating the simulator as a part of the learning/training process, ten out of 684 studies met the eligibility criteria and were included in the review. The analysis of the textual findings using narrative synthesis approach resulted in four themes: Validation (assessment of the validity of the simulator), Learning (using the simulator as a learning tool), Perspectives (the perceptions of participants trained on the simulator), and Transferable skills (skills developed on the simulator can transfer to clinical practice). CONCLUSION: Although literature indicates that the simulator is valuable as a training/learning tool, there is insufficient evidence of measurable effects on clinical practice of simulator usage by different healthcare professions.
OBJECTIVES: This systematic review investigates the role of the ScanTrainer as a virtual reality training simulator and its impact on the scanning skills in transvaginal ultrasound of novice ultrasound practitioners. KEY FINDINGS: After searching ten databases for studies incorporating the simulator as a part of the learning/training process, ten out of 684 studies met the eligibility criteria and were included in the review. The analysis of the textual findings using narrative synthesis approach resulted in four themes: Validation (assessment of the validity of the simulator), Learning (using the simulator as a learning tool), Perspectives (the perceptions of participants trained on the simulator), and Transferable skills (skills developed on the simulator can transfer to clinical practice). CONCLUSION: Although literature indicates that the simulator is valuable as a training/learning tool, there is insufficient evidence of measurable effects on clinical practice of simulator usage by different healthcare professions.