Clinical debriefing during the COVID-19 pandemic: hurdles and opportunities for healthcare teams [0.03%]
COVID-19大流行期间的临床反馈：医疗团队面临的障碍和机会
Jody L Stafford,Esther Leon-Castelao,Albert J Klein Ikkink et al.
Jody L Stafford et al.
The COVID-19 pandemic and the subsequent pressures on healthcare staff and resources have exacerbated the need for clinical teams to reflect and learn from workplace experiences. Surges in critically ill patients, the impact of the disease ...
Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study [0.03%]
从建构主义视角探究药学实习生职业模拟带教中的转型学习：一项访谈研究
Victoria R Tallentire,Joanne Kerins,Scott McColgan-Smith et al.
Victoria R Tallentire et al.
Background: The expanding roles of UK pharmacists have prompted substantial changes to the initial pharmacy education and training, including increasing recognition of the value of learning alongside other professional gr...
Online-synchronized clinical simulation: an efficient teaching-learning option for the COVID-19 pandemic time and: beyond [0.03%]
在线同步临床模拟：COVID-19大流行期间及之后的一种有效的教学选项
Diego Andrés Díaz-Guio,Elena Ríos-Barrientos,Pablo Andrés Santillán-Roldan et al.
Diego Andrés Díaz-Guio et al.
Face-to-face clinical simulation has been a powerful methodology for teaching, learning, and research, and has positioned itself in health science education. However, due to the COVID-19 pandemic, social distancing has forced universities t...
Optimising frontline learning and engagement between consultant-led neonatal teams in the West Midlands: a survey on the utility of an augmented simulation training technique [0.03%]
西米德兰以模拟培训技术优化高级新生儿团队之间一线学习和参与的调查研究
Thillagavathie Pillay,Lynsey Clarke,Lee Abbott et al.
Thillagavathie Pillay et al.
Background: In England, neonatal care is delivered in operational delivery networks, comprising a combination of the Neonatal Intensive Care (NICU), Local-Neonatal (LNU) or Special-Care Units (SCU), based on their ability...
'Why didn't they see my scars?' Critical thematic analysis of simulated participants' perceived tensions surrounding objective structured clinical examinations [0.03%]
“为什么他们没有看到我的伤疤？”批判性主题分析模拟参与者关于客观结构化临床考试的感知紧张状况
Mairead Corrigan,Helen J Reid,Pascal P McKeown
Mairead Corrigan
Background: Simulated participants (SPs) play an important role in simulated assessments of clinical encounters between medical students and patients, most notably in objective structured clinical examinations (OSCEs). SP...
Percutaneous transhepatic biliary puncture simulator: a cord network prototype [0.03%]
经皮肝穿刺胆道 puncture模拟器：一种串行网络模型原型研究
Rubén Lopez Benítez,Tomás Reyes Del Castillo,David Benz et al.
Rubén Lopez Benítez et al.
Background: The aim of this study was to present a percutaneous transhepatic biliary puncture simulator that can be used without radiation exposure and that reflects the conventional anatomy of the biliary ducts and its v...
Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty [0.03%]
基于标准化病人的沟通培训案例开发——从培训住院医师进行诊断不确定性交流中得到的经验教训
Dimitrios Papanagnou,Matthew R Klein,Xiao Chi Zhang et al.
Dimitrios Papanagnou et al.
Health professions education has benefitted from standardized patient (SP) programs to develop and refine communication and interpersonal skills in trainees. Effective case design is essential to ensure an SP encounter successfully meets le...
Translation of the Debriefing Assessment for Simulation in Healthcare in Portuguese and cross-cultural adaptation for Portugal and Brazil [0.03%]
模拟和护理人员访谈的评估表的葡萄牙语翻译及跨文化改编（应用于葡萄牙和巴西）
Thomaz Bittencourt Couto,Francisco Maio Matos,Paula Dias de Toledo Rodovalho et al.
Thomaz Bittencourt Couto et al.
Background: Debriefing Assessment for Simulation in Healthcare (DASH©) is an instrument to assist in developing and evaluating debriefing skills. The objectives of this study were to translate the DASH from English to Po...
'A roller coaster of emotions': a phenomenological study on medical students lived experiences of emotions in complex simulation [0.03%]
复杂模拟情境下医学生情绪经历的现象学研究——“一段情感过山车”
Claudia C Behrens,Erik W Driessen,Diana H Dolmans et al.
Claudia C Behrens et al.
Background: Simulation-based education can induce intense learner emotions. The interplay between emotions and learning is less well understood. Gaining greater insights into learner emotions has potential to guide how be...
The association of standardized patient educators (ASPE) gynecological teaching associate (GTA) and male urogenital teaching associate (MUTA) standards of best practice [0.03%]
标准患者教育者协会（ASPE）妇科教学助手（GTA）和男性尿生成教学助手（MUTA）最佳实践标准
Holly Hopkins,Chelsea Weaks,Tim Webster et al.
Holly Hopkins et al.
Gynecological Teaching Associates (GTAs) and Male Urogenital Teaching Associates (MUTAs) instruct healthcare professional learners to perform accurate and respectful breast, speculum, bimanual vaginal, rectal, urogenital, and prostate exami...