Improving hands-off health care professionals using simulation: An intervention study

References

• Australia, Exercise and Sports Science. (2018). Accredited exercise physiologist scope of practice. Locked Bag 102, Albion DC, Qld 4010: Exercise & Sports Science Australia (ESSA).
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191.
   PubMed Web of Science ®Google Scholar
• Barsuk, J. H., Cohen, E. R., McGaghie, W. C., & Wayne, D. B. (2010). Long-term retention of central venous catheter insertion skills after simulation-based mastery learning. Academic Medicine, 85, S9–S12.
   PubMed Web of Science ®Google Scholar
• Berger, C. F., & Carlson, E. A. (1988). Measuring computer literacy of teacher trainers. Journal of Educational Computing Research, 4, 287–301.
   Web of Science ®Google Scholar
• Boulet, J. R., Murray, D., Kras, J., Woodhouse, J., McAllister, J., & Ziv, A. (2003). Reliability and validity of a simulation-based acute care skills assessment for medical students and residents. Anesthesiology: The Journal of the American Society of Anesthesiologists, 99, 1270–1280.
   PubMed Web of Science ®Google Scholar
• Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., … Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. Jama, 306, 978–988.
   PubMed Web of Science ®Google Scholar
• Costello, M., Huddleston, J., Atinaja-Faller, J., Prelack, K., Wood, A., Barden, J., & Adly, S. (2017). Simulation as an effective strategy for interprofessional education. Clinical Simulation in Nursing, 13, 624–627.
   Web of Science ®Google Scholar
• Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J., & Brydges, R. (2014). Feedback for simulation-based procedural skills training: A meta-analysis and critical narrative synthesis. Advances in Health Sciences Education, 19, 251–272.
   PubMed Web of Science ®Google Scholar
• Issenberg, B. S., McGaghie, W. C., Petrusa, E. R., Gordon, D. L., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27, 10–28.
   PubMed Web of Science ®Google Scholar
• Issenberg, S. B., McGaghie, W. C., Hart, I. R., Mayer, J. W., Felner, J. M., Petrusa, E. R., … Gessner, I. H. (1999). Simulation technology for health care professional skills training and assessment. Jama, 282, 861–866.
   PubMed Web of Science ®Google Scholar
• Kennedy, C. C., Cannon, E. K., Warner, D. O., & Cook, D. A. (2014). Advanced airway management simulation training in medical education: A systematic review and meta-analysis. Critical Care Medicine, 42, 169–178.
   PubMed Web of Science ®Google Scholar
• Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma and Shock, 3, 348.
   PubMedGoogle Scholar
• Lavoie, P., Pepin, J., & Cossette, S. (2015). Development of a post-simulation debriefing intervention to prepare nurses and nursing students to care for deteriorating patients. Nurse Education in Practice, 15, 181–191.
   PubMed Web of Science ®Google Scholar
• Lee, S. W. Y., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of internet-based learning and traditional learning. Computers in Human Behavior, 27, 905–914.
   Web of Science ®Google Scholar
• MacKinnon, K., Marcellus, L., Rivers, J., Gordon, C., Ryan, M., & Butcher, D. (2015). Student and educator experiences of maternal-child simulation-based learning: A systematic review of qualitative evidence protocol. JBI Database of Systematic Reviews and Implementation Reports, 13, 14–26.
   PubMedGoogle Scholar
• McEvoy, M. D., DeWaay, D. J., Vanderbilt, A., Alexander, L. A., Stilley, M. C., Hege, M. C., & Kern, D. H. (2014). Are fourth-year medical students as prepared to manage unstable patients as they are to manage stable patients? Academic Medicine, 89, 618.
   PubMed Web of Science ®Google Scholar
• McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003â–2009. Medical Education, 44, 50–63.
   PubMed Web of Science ®Google Scholar
• Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218.
   Web of Science ®Google Scholar
• Ramsden, P. (2003). Learning to teach in higher education. London & New York: Routledge.
   Google Scholar
• Sabaté, E. (2003). Adherence to long-term therapies: Evidence for action. Switzerland: World Health Organization.
   Google Scholar
• Salter, D., Pang, M. Y.-C., & Sharma, P. (2009). Active tasks to change the use of class time within an outcomes based approach to curriculum design. Journal of University Teaching & Learning Practice, 6, 4.
   Google Scholar
• Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. Journal of Clinical Nursing, 17, 703–716.
   PubMed Web of Science ®Google Scholar
• Seymour, E., Daffinrud, S. M., Wiese, D. J., & Hunter, A. B. G. (2000). Development, testing, and adaptation for wider faculty use of the on line student assessment of their learning gains (SALG) instrument, originally designed for modular chemistry teachers. Abstracts of papers of the American Chemical Society.
   Google Scholar
• Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., & Mocerino, M. (2016). Latent constructs of the students’ assessment of their learning gains instrument following instruction in stereochemistry. Chemistry Education Research and Practice, 17, 309–319.
   Web of Science ®Google Scholar
• Wayne, D. B., Siddall, V. J., Butter, J., Fudala, M. J., Wade, L. D., Feinglass, J., & McGaghie, W. C. (2006). A longitudinal study of internal medicine residents’ retention of advanced cardiac life support skills. Academic Medicine, 81, S9–S12.
   PubMed Web of Science ®Google Scholar