Episode highlights

• A student from a diagnostic radiography programme shares her experience using Virtual Medical Coaching as part of her studies
• We explore how VR simulation creates a safe environment for experimenting with radiography equipment
• Rebecca highlights the technical support that facilitated successful VR integration
• Discuss her decision to purchase her own VR headset for additional practice
• The value of making mistakes in a controlled virtual environment

5 key takeaways

1. Clinical preparation: VR provides critical familiarity with radiography equipment before clinical placements, reducing anxiety and improving workflow
2. Safe experimentation: Students can manipulate settings and see the results of incorrect techniques—opportunities that would be unethical in real practice
3. Visualisation of concepts: VR allows students to see inside virtual patients and understand positioning concepts difficult to grasp from textbooks alone
4. Progress tracking: The system logs practice sessions, enabling students to review work and see improvement over time
5. Collaborative learning: Working in pairs with one student in VR and another on a laptop mimics the teamwork encountered in clinical practice

3 practical tips for incorporating VR

1. Structured onboarding: Begin with basic VR training games before introducing subject-specific content to help students become comfortable with the technology
2. Technical support: Ensure dedicated staff are available during sessions and create a visible signalling system for students to request help while wearing headsets
3. Flexible access: Create opportunities for students to access VR equipment outside scheduled teaching hours and explore software licensing options that support home use

In this episode I speak to two of our MSc Physiotherapy students, Carly Walker and Alice Hockham, alongside Dean Walker, to discuss their experiences with Bodyswaps — a VR platform for developing non-technical healthcare skills.

Highlights

• Bodyswaps provides immersive experiences focusing on communication, empathy, and professional presentation in both VR and desktop formats
• Students co-created scenarios, including a cardiac rehabilitation simulation based on personal experience
• The platform provided automated, personalised feedback on communication elements like empathy and body language
• Students particularly valued seeing themselves from an external perspective during interactions, offering unique reflective opportunities
• Desktop mode enabled engagement with larger groups (57 students in one session) through collaborative learning

Key takeaways

• VR helps shift focus from clinical knowledge to person-centred, empathetic care
• Student involvement in content creation increases engagement and authenticity
• The technology supports asynchronous, self-directed learning opportunities

Advice for implementation

• Ensure robust technical support for onboarding and troubleshooting
• Consider desktop mode as a cost-effective alternative to VR headsets
• Focus on integration with existing curriculum rather than complete redesign
• Trust students to take ownership of their learning with the technology
• Use VR to complement traditional teaching rather than replace it

In this episode, we explore the crucial topic of employability in higher education, particularly in health and social care programmes. Charley shares her insights on why employability matters and how it can be integrated into the curriculum.

We talk about the role of employability in professional programmes, bridging the gap between academic learning and professional skills, preparing students for lifelong career development, building resilience in future health and social care professionals, integrating employability skills into existing curricula, collaboration with central careers and employability teams, and the impact of employability initiatives on graduate outcomes.

Charley really emphasises the idea that employability goes beyond preparing students for their first job and is more about equipping them with skills for lifelong career development. In this context, there's a clear distinction between preparing students for professional destinations and developing broader employability skills.

Key takeaways:

1. Employability is about developing holistic, lifelong skills, not just securing the first job after graduation.
2. Integrating employability into curricula doesn't have to mean adding content; it's often about recognising and articulating existing skill development.
3. Collaboration with central careers teams can provide valuable resources and support for embedding employability in programs.
4. Employability initiatives can have a positive impact on graduate outcomes and align with institutional strategies.
5. Developing self-awareness, confidence, and resilience is crucial for long-term career success in demanding sectors like health and social care.
6. Employability skills such as communication, teamwork, and adaptability are highly valued by employers and should be emphasised throughout the curriculum.
7. Encouraging students to recognise their unique attributes and values can help them find better fits in their professional roles and increase job satisfaction.

In this conversation, I'm talking to three technicians in a School of Health and Social care, to get a better sense of their essential contributions to programme delivery and faculty development.

We start by covering the wide range of roles and responsibilities the tech team have, as well as the specific activities they're involved in. In particular, we talk about their contributions in terms of the equipment they manage, including mannequins, virtual reality headsets, and everything else needed to run a successful skills training session, or simulation activity.

The team also describe the work they've done updating the technician website so that staff are more able to find relevant information on all the equipment and processes involved in preparing sessions for students.

We also talk about the invisible work the team does, including all the background preparation that's often lost or misunderstood, as well as briefly touch on specific aspects of this, like asset management, moulage preparation, and keeping the VR equipment updated and charged.

What's abundantly clear from this conversation, is that simulation technicians are highly-skilled across a wide range of domains, extremely creative, and committed to providing an excellent learning experience for our students.

This episode explores a new Diagnostic Radiography programme launching this September. We discuss the transition from clinical practice to academia and the challenges and benefits of working in higher education.

The conversation highlights the programme's innovative use of virtual reality (VR) technology for student simulation training. This VR simulation allows students to practice in a realistic environment without radiation exposure risks, enhancing their learning experience.

The programme's unique features are discussed, including its small initial cohort of 20-25 students and flexible assessment options. These aspects aim to provide personalised learning experiences and empower students in their educational journey.

Key takeaways:

1. Virtual reality technology offers significant advantages in radiography education, allowing for realistic simulation without radiation exposure risks.
2. Transitioning from clinical practice to academia presents challenges but brings valuable real-world experience to education.
3. Flexible assessment options can empower students and potentially lead to more meaningful learning experiences.
4. Small cohorts can provide opportunities for personalised learning and stronger support networks.
5. Simulation is crucial in radiography education to develop skills safely before working with real patients and radiation.

In this episode, we discuss the development of a simulation framework within a higher education institution. Guests share their insights on the importance of establishing a common understanding and vocabulary around simulation activities, differentiating simulation from other teaching methods, and providing guidance for planning, implementing, and evaluating simulation experiences.

Key takeaways:

1. Developing a simulation framework promotes a shared understanding and consistent approach to simulation activities within an institution.
2. Establishing clear terminology and a common vocabulary is crucial for effective communication and collaboration around simulation.
3. The framework provides guidance on designing, implementing, and evaluating simulation activities while adhering to evidence-based practices.
4. The document serves as a teaching and support resource, enabling staff members to plan and conduct simulation activities effectively.
5. Ongoing collaboration, feedback, and training are essential for the successful adoption and continuous improvement of the simulation framework.

I think that AI personas are a massively under-appreciated use-case in professional education. In this conversation, I talk to Leanne and Dean about their experiences using structured prompts to create generative AI personas for students to build communication and reasoning skills. Leanne and Dean talk about the aims of their sessions, their process for developing the prompts, how they were integrated into the classroom session, and how students responded.

Pi is a generative AI from Inflection, promoted as a personal AI assistant with an emphasis on thoughtful conversation. In this conversation I speak to Rowena about her experience of introducing her second year Social Work apprenticeship students to generative AI. Rowena wanted to use Pi to support students' reflections, with varying degrees of success. We also talked about using Claude as alternative, as I've always had good outcomes using Claude for personas. I love that colleagues in the school are starting to experiment with AI in the classroom, in ways that go far beyond simply using them to write content.