References
- Bandaranayake R. Implementing change in medical education in developing countries. Med Teach 1989; 11: 39–45
- Bland CJ, Starnaman S, Wersal L, Moorhead-Rosenberg L, Zonia S, Henry R. Curricular change in medical schools: How to succeed. Acad Med 2000; 75: 575–594
- Buist MD, Moore GE, Bernard SA, Waxman BP, Anderson JN, Nguyen TV. Effects of a medical emergency team on reduction of incidence of mortality from unexpected cardiac arrests in hospital: preliminary study. Br Med J 2002; 324: 1–5
- DeVita MA, Braithwaite RS, Mahidhara R, Stuart S, Foraida M, Simmons RL. Use of Medical Emergency Team (MET) responses to reduce hospital. cardiac arrests. Qual Safety Health Care 2004a; 13: 251–254
- DeVita MA, Schaefer J, Lutz J, Dongilli T, Wang H. Improving medical crisis team performance. Critical Care Medicine 2004b; 32: 61–65
- Dunn WF. Simulators in Critical Care and Beyond. 2004, (Society of Critical Care Medicine)
- Issenberg SB, McGaghie W, Petrusa E, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005; 27: 10–28
- Fletcher GC, McGeorge P, Flin RH, Glavin RJ, Maran NJ. The role of non-technical skills in anaesthesia: a review of current literature. British Journal Anaesth 2002; 88: 418–429
- Gaba DM, Fish KJ, Howard SK. Crisis Management in Anesthesiology. Churchill Livingstone, New York, NY 1994
- Goble REA. Multi-professional education in Europe – An Overview. Going Inter-professional. Working Together for Health and Welfare 1994; 11: 175–187
- Harden RM, Sowden S, Dunn WR. Some educational strategies in curriculum development: the SPICES model. ASME Medical Education Booklet Number 18. Med Educ 1984; 18: 284–297
- Howard SK, Gaba DM, Fish KJ, Yang GS, Sarnquist FH. Anesthesia crisis resource management training: teaching anesthesiologists to handle critical incidents. Aviation, Space, & Environmental Medicine 1992; 63: 763–770
- Iriola T, Lund VE, Katila AJ, Mattila-Vuori A, Palve H. Teaching hospital physicians’ skills and knowledge of resuscitation algorithms are deficient. Acta Anaesth Scand 2002; 46: 1150–1154
- Lighthall GK, Barr J, Howard SK, Gellar E, Sowb Y, Bertacini E, Gaba DM. Use of a simulated intensive care environment for critical event management training for internal medicine residents. Crit Care Med 2003; 31: 2437–2443
- Lindekaer AL, Jacobsen J, Andersen G, Laub M, Jensen PF. Treatment of ventricular fibrillation during anesthesia in an anesthesia simulator. Acta Anaesthesiol Scand 1997; 41: 1280–4
- Mires GJ, Williams FLR, Harden RM, Howie PW, McCarey M, Robertson A. Multiprofessional education in undergraduate curricula can work. Med Teach 1999; 21: 281–285
- McQuillan P, Pilkington S, Allan A, Taylor B, Short A, Morgan G. Confidential inquiry into quality of care before admission to intensive care. Br Med J 1998; 316: 1853–1858
- Nadel FM, Lavelle JM, Fein JA, Giardino JM. Assessing pediatric senior residents’ training in resuscitation: fund of knowledge, technical skills, and perception of confidence. Pediatr Emerg Care 2000; 16: 73–76
- Pirrie A, Wilson V, Harden R, Elsegood J. AMEE Guide No 12: Multiprofessional education Part 2: Promoting cohesive practice in health care. Med Teach 1998; 20: 408–415
- Small SD, Wuerz RC, Simon R, Shapiro N, Conn A, Setnik G. Demonstration of high-fidelity simulation team training for emergency medicine. Academic Emergency Medicine 1999; 6: 312–323
- Siegfried J, Getz M, Anderson KH. The Snail's Pace of Innovation in Higher Education. Chronicle Higher Educ May, 1995; 56