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Veerapong Vattanavanit, Jarernporn Kawla-ied & Rungsun Bhurayanontachai. (2017) High-fidelity medical simulation training improves medical students′ knowledge and confidence levels in septic shock resuscitation. Open Access Emergency Medicine 9, pages 1-7.
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Sarah Tomlinson, Mary Haas, L. Melissa Skaugset, Stephen J. Cico, Margaret Wolff, Sally Santen, Michelle Lin & Robert Huang. (2017) Using Twitter to increase content dissemination and control educational content with Presenter Initiated and Generated Live Educational Tweets (PIGLETs). Medical Teacher 39:7, pages 768-772.
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Tlou Ramoroka, Johannes Tsheola & Mokoko Sebola. (2017) South Africa’s pedagogical transformation for participation in the global knowledge economy: Is it a panacea for modern development?. African Journal of Science, Technology, Innovation and Development 9:3, pages 315-322.
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Anastasiia Safonova, Gohar Ghazaryan, Stefan Stiller, Magdalena Main-Knorn, Claas Nendel & Masahiro Ryo. (2023) Ten deep learning techniques to address small data problems with remote sensing. International Journal of Applied Earth Observation and Geoinformation 125, pages 103569.
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Elise Zimmerman, Shannon S. Wai, Kathryn A. Hollenbach & Melissa A. Cameron. (2023) Optimizing Education During Pediatric Resident Mock Code Sessions. Pediatric Emergency Care.
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Nao Umei, Masaji Nishimura, Shingo Ichiba, Atsuhiro Sakamoto & Benjamin Worth Berg. (2022) The Need for an Adult Intensive Care Unit Boot Camp for Residents and Fellows: A Cross-Sectional Survey among Intensive Care Unit Directors. Journal of Nippon Medical School 89:4, pages 443-453.
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Raquel Vaquero-Cristóbal, Lucía Abenza-Cano, Mario Albaladejo-Saura, Lourdes Meroño, Pablo J. Marcos-Pardo, Francisco Esparza-Ros & Noelia González-Gálvez. (2021) Influence of an Educational Innovation Program and Digitally Supported Tasks on Psychological Aspects, Motivational Climate, and Academic Performance. Education Sciences 11:12, pages 821.
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Rajesh Anmolsingh, Rohma Abrar, Bhargavi Chandrasekar, Joseph Salem, Rachel Edmitson, Rajeev Advani, Sadie Khwaja, Simon Watmough & Nirmal Kumar. (2021) Higher Speciality Training Boot Camp in Otolaryngology: A Quantitative and Qualitative Analysis of the Northern National Formative Specialty Training 3 Induction Course. Cureus.
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Joseph Offenbacher, Alexander Petti, Han Xu, Michael Levine, Mallika Manyapu, Debayan Guha, Maxim Quint, Andrew Chertoff, Andrew Restivo, Benjamin Friedman & Joshua Silverberg. (2021) Learning Outcomes of High-fidelity versus Table-Top Simulation in Undergraduate Emergency Medicine Education: Prospective, Randomized, Crossover-Controlled Study. Western Journal of Emergency Medicine 23:1, pages 20-25.
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Timothy J. Cleary, Alexis Battista, Abigail Konopasky, Divya Ramani, Steven J. Durning & Anthony R. ArtinoJrJr. (2020) Effects of live and video simulation on clinical reasoning performance and reflection. Advances in Simulation 5:1.
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M.A. Ballesteros, M. Feo González, B. Suberviola & E. Miñambres. (2020) Clinical simulation in the polytraumatized patient. Application in medical students. Medicina Intensiva (English Edition) 44:6, pages 389-391.
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M.A. Ballesteros, M. Feo González, B. Suberviola & E. Miñambres. (2020) Simulación clínica en el paciente politraumatizado. Aplicación en estudiantes de Medicina. Medicina Intensiva 44:6, pages 389-391.
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Philip Hallinger, Ray Wang, Chatchai Chatpinyakoop, Vien-Thong Nguyen & Uyen-Phuong Nguyen. (2020) A bibliometric review of research on simulations and serious games used in educating for sustainability, 1997–2019. Journal of Cleaner Production 256, pages 120358.
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Mary Kathryn Mutter, James R. Martindale, Neeral Shah, Maryellen E. Gusic & Stephen J. Wolf. (2020) Case-Based Teaching: Does the Addition of High-Fidelity Simulation Make a Difference in Medical Students’ Clinical Reasoning Skills?. Medical Science Educator 30:1, pages 307-313.
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Mary Haas, Brendan Munzer, Sally Santen, Laura Hopson, Nathan Haas, Daniel Overbeek, William Peterson, James Cranford & Robert Huang. (2019) #DidacticsRevolution: Applying Kotter’s 8-Step Change Management Model to Residency Didactics. Western Journal of Emergency Medicine 21:1, pages 65-70.
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Kristina H. Petersen. 2020. Disability as Diversity. Disability as Diversity
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Marie Cavuoto Petrizzo, Maria-Louise Barilla-LaBarca, Youn Seon Lim, Artemio M. Jongco, Michael Cassara, James Anglim & Joel N.H. Stern. (2019) Utilization of high-fidelity simulation to address challenges with the basic science immunology education of preclinical medical students. BMC Medical Education 19:1.
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Garrett Burnett, Andrew Goldberg, Samuel DeMariaJr.Jr., Adam Levine & Daniel Katz. (2019) Knowledge retention after simulated crisis: importance of independent practice and simulated mortality. British Journal of Anaesthesia 123:1, pages 81-87.
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Mojca Remskar Konia, Martina Richtsfeld, Andrew D. Johnson, Michael Lougee, Claudia Cohn & Shanna Morgan. (2018) An Observational Study of 3 Different Transfusion Medicine Teaching Methods for Medical Students. Transfusion Medicine Reviews 32:2, pages 117-122.
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Carlos Rodrigo Ruiz Cruz, Ivonne Angélica Castiblanco Jiménez, Joan Paola Cruz González, Liliana Pedraza Vega & Diana Catalina Londoño Restrepo. (2018) Juegos de simulación en la enseñanza de la Ingeniería Industrial: caso de estudio en la Escuela Colombiana de Ingeniería Julio Garavito. Entre ciencia e ingeniería 12:23, pages 48-57.
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Gary L. Geis, Derek S. Wheeler, Amy Bunger, Laura G. Militello, Regina G. Taylor, Jerome P. Bauer, Terri L. Byczkowski, Benjamin T. Kerrey & Mary D. Patterson. (2018) A Validation Argument for a Simulation-Based Training Course Centered on Assessment, Recognition, and Early Management of Pediatric Sepsis. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13:1, pages 16-26.
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Gail Dove WardLisa RobinsonLaurie Jowers Ware. (2017) The Lived Experience of Nursing Students Participating in High-Fidelity Simulation at a School Grounded in Caring. International Journal for Human Caring 21:4, pages 200-207.
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Mary Ann Shinnick. (2016) Validating Eye Tracking as an Objective Assessment Tool in Simulation. Clinical Simulation in Nursing 12:10, pages 438-446.
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Alexandre Eghiaian, Antony Lanceleur, Anne Laure Le Maho, Arnaud Pouilly, Pierre Meudal de Kerlidy, Pascal Blondel, Stéphanie Suria & Charles Cerf. (2016) A Hemodynamic Monitor as a Simulation Tool, a Novel Use of the PiCCO2. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 11:2, pages 139-146.
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Laura P. Stearns, Thomas W. Eales, J. Michael Metts, Edward P. Finnerty, Kelly A. Halt & Dustin Derflinger. (2015) A Standardized Model for Team-Based Simulation Training and Assessment of Third-Year Medical Students in the Acute Care Setting. Medical Science Educator 26:1, pages 25-29.
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Megan Boysen-Osborn, Craig L. Anderson, Roman Navarro, Justin Yanuck, Suzanne Strom, Christopher E. McCoy, Julie Youm, Mary Frances Ypma-Wong & Mark I. Langdorf. (2016) Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United States. Journal of Educational Evaluation for Health Professions 13, pages 11.
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Thomaz Bittencourt Couto, Sylvia C.L. Farhat, Gary L Geis, Orjan Olsen & Claudio Schvartsman. (2015) High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies. Clinics 70:6, pages 393-399.
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Margaret Wolff, Mary Jo Wagner, Stacey Poznanski, Jocelyn Schiller & Sally Santen. (2015) Not Another Boring Lecture: Engaging Learners with Active Learning Techniques. The Journal of Emergency Medicine 48:1, pages 85-93.
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Elizabeth Vukin, Robert Greenberg, Marc Auerbach, Lucy Chang, Mitzi Scotten, Rebecca Tenney-Soeiro, Jennifer Trainor & Robert Dudas. (2014) Use of Simulation-Based Education: A National Survey of Pediatric Clerkship Directors. Academic Pediatrics 14:4, pages 369-374.
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Nancy M. Tofil, Jason L. Morris, Dawn Taylor Peterson, Penni Watts, Chad Epps, Kathy F. Harrington, Kevin Leon, Caleb Pierce & Marjorie Lee White. (2014) Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship. Journal of Hospital Medicine 9:3, pages 189-192.
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