Students in the health care professions have routinely acquired training through didactic and clinical instruction. With increased demands on health care professionals in the clinical environment and more emphasis on patient safety, there is less opportunity for preceptors to clinically train students. 1-3 Teaching sonography is particularly challenging as students must achieve cognitive, affective, and psychomotor knowledge and skills. Knowledge of anatomy, physiology, pathology, physics, and patient care techniques are all important; however, learning to perform and achieve proficiency in sonography has unique challenges. Sonography is an operator-dependent modality requiring a significant amount of effort, faculty time, and equipment, and it has a substantial learning curve. New simulation technology is now available and has enabled viable options to supplement students' basic sonography training. While adoption of simulation is documented with regard to training pharmacists, 4 dentists, 4 nurses, 4,5 physicians' assistants, 6 medical students, physicians, 7 and allied health undergraduate level students, 8-10 there is a gap in the literature on the topic of simulation use within sonography educational programs. Simulation is not a new concept for training professionals. It has been used in aviation, spaceflight, nuclear power, and the military to provide enhanced training for 799347J DMXXX10.

Simulation allows educators to teach important skills outside the clinical environment. The objective of this study was to evaluate advantages of a testicular phantom scanning workshop in a sonography curriculum and ascertain if it is a beneficial teaching tool. Students participated in a workshop facilitated by registered sonographers using testicular phantoms and ultrasound machines. Students provided anonymous feedback. All participants found this activity helpful. Sixty-seven percent indicated that the phantom reflected a good representation of a real patient. Ninety percent indicated that scanning skills improved and the workshop positively affected their confidence in performing the examination. More than 90% reported greater confidence in describing the examination to a patient. Ninety-five percent reported increased knowledge of sonographic anatomy and identification of testicular structures. These sonography students perceived the testicular simulation workshop as a positive learning experience that increased confidence and skills in testicular scanning and as a viable tool for teaching testicular sonography.