The educational theory underpinning a clinical workbook for VERT

The introduction of VERT (Virtual Environment for Radiotherapy Training) into radiotherapy departments across England was in response to the National Radiotherapy Advisory Group’s (NRAG) recommendation to the Department of Health that it may assist in enhancing the clinical learning experience of student radiotherapy radiographers. It was suggested that this may help to reduce the high attrition rate of students currently experienced, particularly in the first year of training. This paper investigates how VERT may be used in the clinical setting to develop the skills of students, in order to meet this vision. We argue that using an epistemological approach, i.e. using the theory of knowledge, to support the design of the learning resource, is key to enabling the educator to fulfil these expectations. We describe the design of a generic VERT workbook for use in the clinical departments that train students for the University of Hertfordshire. The use of educational theory to underpin the aims and inform the development of the workbook is examined. We then discuss the alignment of the workbook with the curriculum in order to enhance the students’ learning experience and nurture their clinical competence. Finally, we will consider the teaching strategies used during the delivered sessions and discuss how we believe they will allow us to achieve these aims.