‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculum

Clive Hedges, Ewan Ingleby, Philip Cosson

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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.

Original languageEnglish
Pages (from-to)279-294
Number of pages16
JournalResearch in Post-Compulsory Education
Issue number3
Publication statusPublished - 9 Oct 2020

Bibliographical note

Funding Information:
The research has been funded by Teesside University?s University Research Fund.

Publisher Copyright:
© Association for Research in Post‐Compulsory Education (ARPCE).

Copyright 2020 Elsevier B.V., All rights reserved.


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