564
Views
9
CrossRef citations to date
0
Altmetric
Original Articles

A collaborative clinical simulation model for the development of competencies by medical students

, , , , , & show all

References

  • American Psychological Association (APA). 2010. Publication manual of the american psychological association. 6th ed. Washington, DC: American Psychological Association.
  • Armstrong A, Barranco Morris D, Solomita D, Bloom L. (2007). Leveraging expert faculty presence: One course, two unique learning environments, simultaneous delivery. Paper presented at: World Conference on E-Learning 2007 in Corporate, Government, Healthcare, and Higher Education; p. 609–614.
  • Beal DJ, Cohen RR, Burke MJ, McLendon CL. 2003. Cohesion and performance in groups: a meta-analytic clarification of construct relations. J Appl Psychol. 88:989–1004.
  • Becker GS, Murphy KM. 1994. The division of labor, coordination costs, and knowledge. In: Human capital: a theoretical and empirical analysis with special reference to education. 3rd ed. Chicago: University of Chicago Press; p. 299–322.
  • Bell ST. 2007. Deep-level composition variables as predictors of team performance: a meta-analysis. J Appl Psychol. 92:595–615.
  • Bissell AN, Lemons PP. 2006. A new method for assessing critical thinking in the classroom. BioScience. 56:66–72.
  • Bleetman A, Dale T, Brace SJ. 2012. Human factors and error prevention in emergency medicine. Emerg Med J. 29:389–393.
  • Bloom BS. 1956. Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay; p. 20–24
  • Britton E, Simper N, Leger A, Stephenson J. 2015. Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. Assess Eval High Edu. 1–20.
  • ConKlin J. 2005. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. [Review of the Book Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, by Bloom, B. S.]. Educ Horizons. 83:154–159.
  • Cooper JB, Newbower RS, Long CD, McPeek B. 2002. Preventable anesthesia mishaps: a study of human factors. 1978. Qual Saf Health Care. 11:277–282.
  • Crosby J. 1996. Learning in small groups. Med Teacher. 18:189–202.
  • Crowe A, Dirks C, Wenderoth MP. 2008. Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology. CBE Life Sci Educ. 7:368–381.
  • Dillenbourg P. 1999. What do you mean by collaborative learning? Collab Learn Cogn Comput Approach. 1:1–15.
  • Dillenbourg P, Järvelä S, Fischer F. 2009. The evolution of research on computer-supported collaborative learning. In: Technology-enhanced learning. Netherlands: Springer; p. 3–19.
  • Dufrene C, Young A. 2014. Successful debriefing—Best methods to achieve positive learning outcomes: a literature review. Nurse Educ Today. 34:372–376.
  • Fanning RM, Gaba DM. 2007. The role of debriefing in simulation-based learning. Simul Healthc. 2:115–125.
  • Fischer F, Kollar I, Stegmann F, Wecker C. 2013. Toward a script theory of guidance in computer-supported collaborative learning. Educ Psychol. 48:56–66.
  • Fletcher KA, Bedwell WL. 2014. Cognitive aids design suggestions for the medical field. Proc Int Symp Hum Factors Ergonom Healthcare. 3:148–152.
  • Freeman S, O’Connor E, Parks JW, Cunningham M, Hurley D, Haak D, Dirks C, Wenderoth MP. 2007. Prescribed active learning increases performance in introductory biology. CBE Life Sci Educ. 6:132–139.
  • Frey K, Edwards F, Altman K, Spahr N, Gorman RS. 2003. The “collaborative care” curriculum: an educational model addressing key ACGME core competencies in primary care residency training. Med Educ. 37:786–789.
  • Gaba DM. 2004. The future vision of simulation in health care. Quality Safe Health Care. 13(Suppl 1):i2–i10.
  • Gomar-Sancho C, Palés-Argullós J. 2011. ¿ Por qué la simulación en la docencia de las ciencias de salud sigue estando infrautilizada? Educación Médica. 14:101–103.
  • Griswold-Theodorson S, Ponnuru S, Dong C, Szyld D, Reed T, McGaghie WC. 2015. Beyond the simulation laboratory: a realist synthesis review of clinical outcomes of simulation-based mastery learning. Acad Med. 90:1553–1560.
  • Gullo C, Ha TC, Cook S. 2015. Twelve tips for facilitating team-based learning. Med Teacher. 37:819–824.
  • Issenberg SB. 2006. The scope of simulation-based healthcare education. Simul Healthc. 1:203–208.
  • Järvelä S, Hadwin AF. 2013. New frontiers: regulating learning in CSCL. Educ Psychol. 48:25–39.
  • Järvelä S, Järvenoja H. 2011. Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Rec. 113:350–374.
  • Jeong H, Hmelo-Silver CE, Yu Y. 2014. An examination of CSCL methodological practices and the influence of theoretical frameworks 2005–2009. Int J Comp-Supp Collab Learn. 9:305–334.
  • King A. 2007. Scripting collaborative learning processes: a cognitive perspective. In: Scripting computer-supported collaborative learning. Springer US; p. 13–37.
  • Kohn LT, Corrigan JM, Donaldson MS. 2000. To err is human: building a safer health system. Vol. 6. Washington, DC: National Academies Press.
  • Kooloos JG, Klaassen T, Vereijken M, Van Kuppeveld S, Bolhuis S, Vorstenbosch M. 2011. Collaborative group work: effects of group size and assignment structure on learning gain, student satisfaction and perceived participation. Med Teacher. 33:983–988.
  • Koops W, Van der Vleuten C, De Leng B, Oei SG, Snoeckx L. 2011. Computer-supported collaborative learning in the medical workplace: students’ experiences on formative peer feedback of a critical appraisal of a topic paper. Med Teacher. 33:e318–e323.
  • Kottner J, Audige L, Brorson S, Donner A, Gajewski BJ, Hróbjartsson A, Roberts C, Shoukri M, Streiner DL 2011. Guidelines for reporting reliability and agreement studies (GRRAS) were proposed. Int J Nurs Stud. 48:661–667.
  • Kuncel NR, Hezlett SA, Ones DS. 2001. A comprehensive meta-analysis of the predictive validity of the graduate record examinations: implications for graduate student selection and performance. Psychol Bull. 127:162–181.
  • Lerner S, Magrane D, Firedman E. 2009. Teaching teamwork in medical education. Mount Sinai J Med. 76:318–329.
  • Lipponen L. (2002). Exploring foundations for computer-supported collaborative learning. Paper presented at: Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community, in International Society of the Learning Sciences; p. 72–81.
  • Maestre JM, Sancho R, Rábago JL, Martínez A, Rojo E, Moral ID. 2013. Diseño y desarrollo de escenarios de simulación clínica: análisis de cursos para el entrenamiento de anestesiólogos. FEM: Fundación Educación Médica. 16:49–57.
  • McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. 2010. A critical review of simulation-based medical education research: 2003-2009. Med Educ. 44:50–63.
  • Miller M, Hadwin A. 2015. Scripting and awareness tools for regulating collaborative learning: changing the landscape of support in CSCL. Comp Hum Behav. 52:573–588.
  • Moher D, Liberati A, Tetzlaff J, Altman DG. 2009. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Ann Intern Med. 151:264–269.
  • Moreland RL, Levine JM, Wingert ML. 2013. Creating the ideal group: composition effects at work. Understand Group Behav. 2:11–35.
  • Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. 2013. Simulation in healthcare education: a best evidence practical guide. AMEE guide no. 82. Med Teacher. 35:e1511–e1530.
  • Okuda Y, Bryson EO, DeMaria S, Jacobson L, Quiñones J, Shen B, Levine AI. 2009. The utility of simulation in medical education: what is the evidence?. Mount Sinai J Med. 76:330–343.
  • Onal Vural M, Dahlander L, George G. 2013. Collaborative benefits and coordination costs: learning and capability development in science. Strat Entrepreneurship J. 7:122–137.
  • Paice E, Heard S. 2003. Collaborative learning. Med Educ. 37:758–759.
  • Palés-Argullós J, Gomar-Sancho C. 2010. El uso de las simulaciones en educación médica. Educ Knowledge Soc. 11:147–170.
  • Poropat AE. 2009. A meta-analysis of the five-factor model of personality and academic performance. Psychol Bull. 135:322.
  • Riancho J, Maestre JM, Moral ID, Riancho JA. 2012. Simulación clínica de alto realismo: una experiencia en el pregrado. Educación Médica. 15:109–115.
  • Richardson M, Abraham C, Bond R. 2012. Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychol Bull. 138:353.
  • Rudolph JW, Foldy EG, Robinson T, Kendall S, Taylor SS, Simon R. 2013. Helping without harming: the instructor's feedback dilemma in debriefing-a case study. Simul Healthc. 8:304–316.
  • Rudolph JW, Raemer DB, Simon R. 2014. Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simul Healthc. 9:339–349.
  • Rudolph JW, Simon R, Dufresne RL, Raemer DB. 2006. There’s no such thing as "nonjudgmental" debriefing: a theory and method for debriefing with good judgment. Simul Healthc. 1:49–55.
  • Rudolph JW, Simon R, Raemer DB, Eppich WJ. 2008. Debriefing as formative assessment: closing performance gaps in medical education. Acad Emergency Med. 15:1010–1016.
  • Schuwirth LW, Van der Vleuten CP. 2003. The use of clinical simulations in assessment. Med Educ. 37:65–71.
  • Shinnick MA, Woo M, Horwich TB, Steadman R. 2011. Debriefing: the most important component in simulation? Clin Simul Nurs. 7:e105–e111.
  • Springer L, Stanne ME, Donovan SS. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis. Rev Educ Res. 69:21–51.
  • Stahl G, Koschmann T, Suthers D. 2006. Computer-supported collaborative learning: an historical perspective. In: Cambridge handbook of the learning sciences. Cambridge (UK): Cambridge University Press; p. 409–426.
  • Stanger-Hall KF, Shockley FW, Wilson RE. 2011. Teaching students how to study: a workshop on information processing and self-testing helps students learn. CBE-Life Sci Educ. 10:187–198.
  • Tolsgaard MG, Kulasegaram KM, Ringsted CV. 2016. Collaborative learning of clinical skills in health professions education: the why, how, when and for whom. Med Educ. 50:69–78.
  • Vázquez-Mata G, Guillamet-Lloveras A. 2009. El entrenamiento basado en la simulación como innovación imprescindible en la formación médica. Educación Médica. 12:149–155.
  • Wang SL, Hwang GJ. 2012. The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL). Comp Educ. 58:679–687.
  • Weller JM, Nestel D, Marshall SD, Brooks PM, Conn JJ. 2012. Simulation in clinical teaching and learning. Med J Aust. 196:594.
  • Westli HK, Johnsen BH, Eid J, Rasten I, Brattebo G. 2010. Teamwork skills, shared mental models, and performance in simulated trauma teams: an independent group design. Scand J Trauma Resusc Emerg Med. 18:47–54.
  • Winne PH. 2015. What is the state of the art in self-, co- and socially shared regulation in CSCL? Comp Hum Beh. 52:628–631.
  • Winterton J, Delamare-Le Deist F, Stringfellow E. 2006. Typology of knowledge, skills and competences: clarification of the concept and prototype. Luxembourg: Office for Official Publications of the European Communities.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.