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Start with a topic you already teach and one thing you want students to practise. You can use the Desktop X-ray Simulator to discuss an image with the class, let students make their own images, or create examples for your teaching materials. For a first class, a live demonstration is a simple starting point: show an image with an error, ask students what they would change, and make the correction together.

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Before you begin

The computers you plan to use need the simulator installed, and everyone using them needs the appropriate simulator login. This applies to your teaching computer, institution computers, and students’ own computers. Check that everyone can log in and open a case before the first session. Before student practice, plan a short session 0 to introduce the controls and let everyone save an image.

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Choose how you want to use it

With one computer and a projector, you can demonstrate positioning changes or explore exposure settings while students predict and discuss the results. With computers for students, you can give them guided practice individually or in pairs. Each student should take a turn making decisions and explaining an image. Between classes, you can set an image-making assignment. First introduce the controls and check that every student has access to a suitable computer. While preparing your teaching, you can create an image sequence for your slides. Students can use those images without installing the simulator. Browse the teaching activities for instructions and an example assignment brief.

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Example: add it to a wrist radiography topic

You can connect a demonstration, practice, and feedback across a topic you already teach. Use the same image criteria throughout. Choose the teaching activities that fit your timetable. You can begin with a demonstration and add student practice later; run session 0 before students first use the simulator themselves.

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Make a plan for the first group

Add these decisions to your existing course plan:
  • Learning: Which topic and skill will students practise? What should they be able to explain afterwards?
  • Schedule: When will you check access, run session 0, and begin the first activity?
  • Access: Will you demonstrate, or will students use the simulator? For student practice, decide which computers they will use and arrange time on institution computers for anyone who needs it.
  • Student work: What will students produce, where will they submit it, and when is it due?
  • Feedback: Who will review the work, and when will students use that feedback?
Try the activity yourself before deciding how much class time it needs. Allow time for both the introduction to the controls and the activity. If several instructors teach the course, try the activity together and agree on the instructions and image criteria. Choose who will coordinate computer access and who students should contact for help.

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Decide what to do next

After the first class, review a few images and explanations. Ask students what they found difficult.
  • If they struggled with the controls, give them another guided activity.
  • If they could use the controls but could not explain their choices, revisit that concept.
  • If they could complete and explain the task, try the approach with the next suitable topic.
Note whether the activity fit the available time and whether everyone could take part. Use that experience to adjust the instructions before introducing it to another group. Next: Get ready for your first class.