Date of Conferral

7-3-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Deanne Otto

Abstract

Simulation-based education (SBE) is currently being used in imaging sciences education with no set standards or best practices. Grounded in the framework drawn from Kolb’s experiential learning theory and Magana’s T3 framework of innovation, the purpose of this qualitative study was to explore imaging science teachers’ experiences using SBE for clinical training. The participants were 12 imaging science teachers that have taught imaging science students using SBE for a minimum of 3 years. Data were collected using semistructured interviews. Through thematic analysis, four themes were identified: (a) imaging science teachers reported a wide variety of tools and types of SBE used in clinical training; (b) imaging science teachers use multiple approaches to simulation-based learning measured through a variety of assessment and feedback strategies; (c) while imaging science teachers reported challenges using SBE, they also developed ways to overcome these challenges; and (d) the clear advantages imaging science teachers experienced drove their continued use of SBE. The findings of this study revealed an overall positive stance on SBE where participants spoke of multiple advantages that drove their continued use of SBE in clinical training. Challenges and barriers to SBE were reported, but participants also reported ways to overcome most challenges. The findings of this study may promote positive social change by being used to better prepare students to enhance the quality and safety of care within the imaging science field, ultimately resulting in better patient and societal outcomes.

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