The Role of Simulation in Sonographer Education: A Constructivist Grounded Theory Study

Background

Growing demand for ultrasound services and workforce shortages adversely affect sonographer training in the workplace. This study aimed to investigate the role and scope of simulation in sonographer education, and to develop recommendations to ensure the effective use of simulation to facilitate optimal learning.

Methods

Following ethical approval, qualitative online interviews explored the views and experiences of 21 participants involved in UK sonographer education. Participant groups included national stakeholders, academic staff, and sonography students. Interviews were recorded, transcribed, and analysed using a constructivist grounded theory approach.

Findings

The study confirmed that simulation is regularly used in UK sonographer education, mainly for technical skill development. Most participants showed enthusiasm for simulation learning, but simulation was not consistently embedded in curricula. There is potential to use a greater variety of simulated learning to develop a broader range of skills, and to improve learning experiences. The effective use of simulation is currently limited by availability of space and equipment, costs, time, and limited educator training in the use of simulation as a pedagogical tool. Educators need to be well informed and engaged to ensure learners benefit from simulation learning, yet there is a lack of specific guidance for effective implementation of simulation in sonographer education.

Conclusion

Simulation for ultrasound education is in its infancy, and there is huge potential to develop a wide variety of well-designed simulations in sonographer education. This in-depth exploration of experiences of using simulation is the first step in informing the effective design and delivery of ultrasound education. This study provides recommendations for good practice in the effective use of simulation in sonographer education.

Limitations

The study was limited to UK sonographer education, although the findings may be transferable to other settings.