The research presented in this session explored participants’ reactions to educational strategies used in a university module on ultrasound-guided musculoskeletal injection techniques. Educational strategies were employed that included simulation, peer-practice techniques and learning in the clinical environment. The value and impact of each strategy were explored in a focus group after the face-to-face teaching and with in-depth interviews once the students had completed the module’s assessment. Thematic analysis of data revealed that students categorised the components of learning required for perceived competence. They also reported that each learning strategy had made a unique contribution to this perceived competence.
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