Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer [0.03%]
从4C/ID角度论医疗模拟教育中的关键设计选择：通化设计思考
Jimmy Frerejean,Jeroen J G van Merriënboer,Claire Condron et al.
Jimmy Frerejean et al.
Background: Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achievin...
Gamification of the National Institutes of Health Stroke Scale (NIHSS) for simulation training-a feasibility study [0.03%]
美国国立卫生研究院卒中量表（NIHSS）在模拟训练中的游戏化可行性研究
Astrid Karina V Harring,Jo Røislien,Karianne Larsen et al.
Astrid Karina V Harring et al.
Background: Training prehospital personnel in identifying patients with acute stroke is key to providing rapid treatment. This study aimed to investigate whether game-based digital simulation training is a feasible altern...
Leading change in practice: how "longitudinal prebriefing" nurtures and sustains in situ simulation programs [0.03%]
在实践中引领变革："纵向术前简报"如何培养和维持现场模拟计划
Susan Eller,Jenny Rudolph,Stephanie Barwick et al.
Susan Eller et al.
In situ simulation (ISS) programs deliver patient safety benefits to healthcare systems, however, face many challenges in both implementation and sustainability. Prebriefing is conducted immediately prior to a simulation activity to enhance...
Teaching nursing management of diabetic ketoacidosis: a description of the development of a virtual patient simulation [0.03%]
糖尿病酮症酸中毒护理管理教学：虚拟病人模拟开发的描述
Fatimazahra Mahou,Saloua Elamari,Adesina Afeez Sulaiman et al.
Fatimazahra Mahou et al.
Embracing multiple stakeholders' perspectives in defining competent simulation facilitators' characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia [0.03%]
拥抱多利益相关者的视角来定义合格模拟教学促进者的特点和教育行为：来自丹麦、韩国和澳大利亚的质性研究
Margrethe Duch Christensen,Doris Østergaard,Søren Stagelund et al.
Margrethe Duch Christensen et al.
Rapid-cycle deliberate practice versus after-event debriefing clinical simulation in cardiopulmonary resuscitation: a cluster randomized trial [0.03%]
心肺复苏临床模拟中快速周期的刻意练习与事后回顾的比较：一项分群随机试验
Leandro Teixeira de Castro,Andreia Melo Coriolano,Karina Burckart et al.
Leandro Teixeira de Castro et al.
Introduction: Rapid-cycle deliberate practice (RCDP) is a simulation-based educational strategy that consists of repeating a simulation scenario a number of times to acquire a planned competency. When the objective of a c...
Simulation-based summative assessment in healthcare: an overview of key principles for practice [0.03%]
基于模拟的医疗综合评估：实践中的关键原则概述
Clément Buléon,Laurent Mattatia,Rebecca D Minehart et al.
Clément Buléon et al.
Background: Healthcare curricula need summative assessments relevant to and representative of clinical situations to best select and train learners. Simulation provides multiple benefits with a growing literature base pro...
Using simulation-based training during hospital relocation: a controlled intervention study [0.03%]
基于模拟的训练在医院搬迁期间的应用：一项控制干预研究
Anders Lund Schram,Morten Søndergaard Lindhard,Magnus Bie et al.
Anders Lund Schram et al.
Background: During hospital relocations, it is important to support healthcare professionals becoming familiar with new settings. Simulation-based training seems promising and in situ simulation has been suggested as a be...
Impact of the PEARLS Healthcare Debriefing cognitive aid on facilitator cognitive load, workload, and debriefing quality: a pilot study [0.03%]
PEARLS医疗简报认知辅助工具对促进者认知负荷、工作量和简报质量的影响：一项初步研究
Michael Meguerdichian,Komal Bajaj,Rachel Ivanhoe et al.
Michael Meguerdichian et al.
Background: The Promoting Excellence and Reflective Learning in Simulation (PEARLS) Healthcare Debriefing Tool is a cognitive aid designed to deploy debriefing in a structured way. The tool has the potential to increase t...
Teaching, coaching, or debriefing With Good Judgment: a roadmap for implementing "With Good Judgment" across the SimZones [0.03%]
《以良好的判断力进行教学、指导或回顾：在SimZones中实施“良好判断力”的路线图》
Mary K Fey,Christopher J Roussin,Jenny W Rudolph et al.
Mary K Fey et al.
Simulation-based learning occurs in multiple contexts, and one teaching style cannot adequately cover the needs at each learning level. For example, reflective debriefing, often used following a complex simulation case, is not what is neede...