Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review
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Cites background or methods from "Features and uses of high-fidelity ..."
...Criterion B was fulfilled if (1) a randomized study concealed allocation or (2) an observational study controlled for another baseline learner characteristic....
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...We sought to answer 2 questions: (1) To what extent are simulation technologies for training health care professionals associated with improved outcomes in comparison with no intervention? and (2) How do outcomes vary for different simulation instructional designs? Based on the strength of the theoretical foundations and currency in the field, we selected 5 instructional design features(2,9) (curricular integration, distributed practice, feedback, mastery learning, and range of difficulty) for subgroup analyses (see eBox for definitions; available at http://www ....
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...Beyond descriptive analysis (2) 560 (91....
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...When authors reported multiple measures of a single outcome (eg, multiple measures of efficiency), we selected in decreasing order of priority (1) the authordefined primary outcome; (2) a global or summary measure of effect; (3) the most clinically relevant measure; or (4) the mean of the measures reported....
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...cComparability of cohorts criterion A was fulfilled if the study (1) was randomized or (2) controlled for a baseline learning outcome....
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"Features and uses of high-fidelity ..." refers background in this paper
...The search timeframe spanned 34 years from June 1969 when the seminal article on simulation in medical education was published by Abrahamson et al. (1969) to June 2003....
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