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From education to research: a journey of utilising virtual training

Published online by Cambridge University Press:  11 February 2016

Adéle Stewart-Lord
Adéle Stewart-Lord*
Affiliation:
School of Health and Social Care, London South Bank University, London, UK
*
Correspondence to: Dr Adéle Stewart-Lord, School of Health and Social Care, London South Bank University, 103 Borough Road, London, SE1 0AA, UK. Tel: +44 207 815 7931. Fax: +44 207 815 7933. E-mail: adele.stewart-lord@lsbu.ac.uk
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Abstract

Background

London South Bank University (LSBU) has successfully implemented Virtual Environment for Radiotherapy Training (VERT) across the therapeutic radiography training curricula and are now supporting the use of VERT for patient education in clinical departments. A number of publications have reported on the use of VERT in education and training; more recent literature has focused on the use of VERT for patient education.

Materials and methods

The successful introduction of VERT before students’ first clinical placements resulted in the development of a ‘Pre-Clinical week’ where students practice and improve their technical skills, using the hand controls without a patient present, leading to increased confidence in clinical practice. Other examples of VERT curriculum integration at LSBU focused on the use of VERT for anatomy teaching. The more recent innovation at LSBU relevant to VERT integration has been the design, development and implementation of collaborative research projects where the aims of the studies were to explore patients’ perceptions of VERT as an information giving resource before radiotherapy delivery.

Summary

The introduction of VERT as education tool has enabled academic staff to develop a range of teaching methods to embed virtual training into the traditional classroom setting, demonstrating innovation and collaboration.

Keywords

educationskill developmentteachingtrainingVERT

Information

Type
Educational Note
Information
Journal of Radiotherapy in Practice , Volume 15 , Issue 1 , March 2016 , pp. 85 - 90
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Copyright
© Cambridge University Press 2016 

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